学生的体育活动、屏幕时间、睡眠质量和饮食习惯概况及其与心理健康和学校满意度的关系：探索性研究

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-01-12 DOI:10.1002/pits.23127

Collin A. Webster, Diana Mîndrila, Anthony D. Murphy, Ivana Banićević, Dušan Perić, Dragan Stankić, Željko Banićević

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引用次数: 0

摘要

从以人为本的角度来看，对儿童和青少年的心理健康与学业成功指标之间的相互关联性研究不足。在这项探索性研究中，我们考察了与心理健康和学校满意度相关的健康行为模式。来自阿联酋迪拜两所英国学校的 315 名学生（平均年龄 = 11.39；平均标准偏差 = 2.045）参与了一项在线调查，其中包括对体育活动、屏幕时间、睡眠质量、饮食习惯、心理健康和学校满意度的自我报告测量。根据潜特征分析，我们确定了四种不同的健康行为特征：高、低、一般以及睡眠和饮食不良。在心理健康子分数、年龄和性别方面，不同特征之间存在明显差异，但性别方面的差异是由于很多参与者自称为 "其他 "或不愿透露自己的性别。档案成员资格与心理健康和学校满意度明显相关，健康行为档案高的学生在这些方面的得分最高。这项研究提供了有关学生健康行为和学校满意度的新发现，为从以人为本的角度继续开展这方面的研究提供了动力。

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Student profiles of physical activity, screen time, sleep quality and dietary habits and their association with mental health and school satisfaction: An exploratory study

The interrelated nature of mental health and indicators of school success in children and adolescents has been under-investigated from a person-centered perspective. In this exploratory study, we examined patterns of health behavior in relation to mental health and school satisfaction. A convenience sample of 315 students (M_age = 11.39; SD = 2.045) from two British schools in Dubai, the United Arab Emirates participated in an online survey that included self-report measures of physical activity, screen time, sleep quality, dietary habits, mental health, and school satisfaction. Based on latent profile analysis, we identified four distinct health behavior profiles: high, low, average, and poor sleep and diet. Significant variation across profiles was evident for mental health subscores, age, and gender, although the results for gender were due to a high number of participants identifying as “other” or preferring not to say their gender. Profile membership was significantly associated with mental health and school satisfaction with students in the high health behavior profile reporting the highest scores on these outcomes. This study presents novel findings about students' health behaviors and school satisfaction and provides impetus for continuing research in this area of inquiry from a person-centered perspective.

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.