Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept.

OBJECTIVE: To analyze the association between the pattern of sedentary time (bouts and breaks) with academic performance, with an emphasis on the mediating role of self-concept. METHODS: Participants in the cross-sectional study were 394 adolescents (208 girls), aged 10-14 years, from sixth grade from Londrina, Paraná, Brazil. The sedentary time pattern was measured through accelerometry. Definitions: sedentary bouts - uninterrupted periods of sedentary behavior; breaks - non-sedentary period between two sedentary bouts. The self-concept was estimated using the Piers-Harris II Inventory. Academic performance was obtained by school grades. RESULTS: Short sedentary bouts were associated with higher academic performance in boys (1-4 minutes: ß=0.035, p=0.007) and girls (1-4 minutes: ß=0.031, p=0.014; 5-14 minutes: ß=0.054, p=0.001). Long bouts (30 minutes) were associated with lower academic performance in boys (ß=-0.023; p=0.011) and girls (ß=-0.032; p<0.001). For girls, total and intellectual self-concept mediated the association between all sedentary pattern and academic performance (bouts 1-4 minutes [total: 39% and intellectual: 42.8%]; bouts 5-14 minutes [total: 21.5% and intellectual: 35.4%]; bouts ≥30 minutes [total: 22.6% and intellectual: 32.3%]; and breaks [total: 38.9% and intellectual: 40.7%]). For boys, the total (56.4%) and intellectual (82.9%) self-concept mediated only the association between bouts of 5-14 minute and academic performance. CONCLUSIONS: The pattern of sedentary time is associated with academic performance in adolescents and this association is mediated by self-concept, especially in girls.

Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept / Associação entre o padrão do tempo sedentário e o desempenho acadêmico em adolescentes: o papel mediador do autoconceito

Abstract Objective: To analyze the association between the pattern of sedentary time (bouts and breaks) with academic performance, with an emphasis on the mediating role of self-concept. Methods: Participants in the cross-sectional study were 394 adolescents (208 girls), aged 10-14 years, from sixth grade from Londrina, Paraná, Brazil. The sedentary time pattern was measured through accelerometry. Definitions: sedentary bouts — uninterrupted periods of sedentary behavior; breaks — non-sedentary period between two sedentary bouts. The self-concept was estimated using the Piers-Harris II Inventory. Academic performance was obtained by school grades. Results: Short sedentary bouts were associated with higher academic performance in boys (1-4 minutes: β=0.035, p=0.007) and girls (1-4 minutes: β=0.031, p=0.014; 5-14 minutes: β=0.054, p=0.001). Long bouts (30 minutes) were associated with lower academic performance in boys (β=-0.023; p=0.011) and girls (β=-0.032; p<0.001). For girls, total and intellectual self-concept mediated the association between all sedentary pattern and academic performance (bouts 1-4 minutes [total: 39% and intellectual: 42.8%]; bouts 5-14 minutes [total: 21.5% and intellectual: 35.4%]; bouts ≥30 minutes [total: 22.6% and intellectual: 32.3%]; and breaks [total: 38.9% and intellectual: 40.7%]). For boys, the total (56.4%) and intellectual (82.9%) self-concept mediated only the association between bouts of 5-14 minute and academic performance. Conclusions: The pattern of sedentary time is associated with academic performance in adolescents and this association is mediated by self-concept, especially in girls.

Resumo Objetivo: Analisar a associação entre o padrão do tempo sedentário (bouts e breaks) e o desempenho acadêmico, com ênfase no papel mediador do autoconceito. Métodos: Participaram deste estudo transversal 394 adolescentes (208 moças), de 10 a 14 anos, da sexta série de Londrina, Paraná, Brasil. O padrão do tempo sedentário foi obtido por meio de acelerometria. Definições: bouts sedentários — períodos ininterruptos em comportamento sedentário; breaks — período não sedentário entre duas séries sedentárias. O autoconceito foi estimado usando o Inventário Piers-Harris II. O desempenho acadêmico foi obtido pelas notas escolares. Resultados: Bouts sedentários curtos foram associados com maior desempenho acadêmico em rapazes (1-4 minutos: β=0,035, p=0,007) e moças (1-4 minutos: β=0,031, p=0,014; 5-14 minutos: β=0,054, p=0,001). Bouts longos (30 minutos) foram associados a menor desempenho acadêmico em rapazes (β=-0,023; p=0,011) e moças (β=-0,032; p<0,001). Para as moças, o autoconceito total e intelectual mediou a associação entre todos os padrões sedentários e o desempenho acadêmico (bouts de 1-4 minutos [total: 39% e intelectual: 42,8%]; bouts de 5-14 minutos [total: 21,5% e intelectual: 35,4%]; bouts ≥30 minutos [total: 22,6% e intelectual: 32,3%]; e breaks [total: 38,9% e intelectual: 40,7%]). Para os rapazes, o autoconceito total (56,4%) e intelectual (82,9%) mediaram apenas a associação entre bouts de 5-14 minutos e desempenho acadêmico. Conclusões: O padrão do tempo sedentário está associado ao desempenho acadêmico em adolescentes, e essa associação é mediada pelo autoconceito, principalmente em moças.