Mentally active but not inactive sedentary behaviors are positively related to adolescents’ cognitive-academic achievements, a cross-sectional study — The Cogni-Action Project

IF 2.3 3区医学 Q2 PSYCHIATRY

Mental Health and Physical Activity Pub Date : 2023-10-01 DOI:10.1016/j.mhpa.2023.100561

Carlos Cristi-Montero , Sam Hernandez-Jaña , Juan Pablo Zavala-Crichton , Mark S. Tremblay , Francisco B. Ortega , Natan Feter , Jorge Mota , Nicolas Aguilar-Farias , Gerson Ferrari , Kabir P. Sadarangani , Anelise Gaya

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引用次数: 0

Abstract

Excessive adolescent sedentary behaviors (SBs) may affect cognitive-academic achievements; however, findings vary according to the SB evaluated and their mental requirements. This study aimed to understand the multivariate association between different SBs and diverse cognitive-academic achievements as a primary analysis. As a secondary one, we differentiated between mentally active and inactive SBs. In this study, 1296 Chilean adolescents (10–14 years old) reported their SB via questionnaires. Cognitive performance was assessed with a neurocognitive battery, and academic achievement was based on school grades. Canonical correlation analysis was performed to determine the mode of covariation (MofC) between two sets of variables. The first set accounted for eight SBs (five considered as “active mentally” and three as “inactive mentally”). The second set accounted for 13 cognitive and academic variables (eight cognitive tasks and five school subjects). Several covariates and a cluster (schools, k = 19) were also included in the analysis. The primary analysis revealed a single significant MofC, with a small canonical relationship (r = 0.22, p = 0.002). This MofC indicated that time spent using computers and engaging in scholarly tasks at home was positively correlated with cognitive processing speed as well as with academic scores in English and History. Secondary analysis revealed two significant modes of covariation. The first confirmed the primary result (r = 0.21, p = 0.001), while the second highlighted the role of time spent playing video games as the sole contributing factor linked to inhibitory control (r = 0.17, p = 0.034). These findings indicate a small positive relationship between certain mentally active SBs and cognitive-academic achievements, emphasizing the need for further comprehensive research to understand these complex relationships.

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一项横断面研究-认知-行动项目表明，心理活跃而非非活跃的久坐行为与青少年的认知-学业成就呈正相关

过多的青少年久坐行为(SBs)可能影响认知学业成绩;然而，根据评估的SB和他们的精神要求，结果有所不同。本研究旨在了解不同的SBs与不同的认知学术成就之间的多变量关系作为主要分析。其次，我们区分了精神活跃和不活跃的SBs。本研究对1296名智利青少年(10 ~ 14岁)进行问卷调查。认知表现是通过神经认知电池来评估的，学习成绩是基于学校成绩。采用典型相关分析确定两组变量之间的共变模式(MofC)。第一组有8个SBs(5个被认为是“精神活跃”，3个被认为是“精神不活跃”)。第二组包含13个认知和学术变量(8个认知任务和5个学校科目)。分析中还包括几个协变量和一个聚类(学校，k = 19)。初步分析显示单个显著的MofC，具有较小的典型关系(r = 0.22, p = 0.002)。该MofC表明，在家里使用电脑和从事学术任务的时间与认知加工速度以及英语和历史的学习成绩呈正相关。二次分析揭示了两种显著的共变模式。第一个证实了主要结果(r = 0.21, p = 0.001)，而第二个强调了玩电子游戏所花费的时间是与抑制控制相关的唯一因素(r = 0.17, p = 0.034)。这些发现表明，某些心理活跃的SBs与认知学术成就之间存在微小的正相关关系，强调需要进一步的综合研究来理解这些复杂的关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mental Health and Physical Activity PSYCHIATRY-

CiteScore

6.70

自引率

6.40%

发文量

审稿时长

32 days

期刊介绍： The aims of Mental Health and Physical Activity will be: (1) to foster the inter-disciplinary development and understanding of the mental health and physical activity field; (2) to develop research designs and methods to advance our understanding; (3) to promote the publication of high quality research on the effects of physical activity (interventions and a single session) on a wide range of dimensions of mental health and psychological well-being (eg, depression, anxiety and stress responses, mood, cognitive functioning and neurological disorders, such as dementia, self-esteem and related constructs, psychological aspects of quality of life among people with physical and mental illness, sleep, addictive disorders, eating disorders), from both efficacy and effectiveness trials;