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

Bueno, Maria Raquel de Oliveira; Werneck, André de Oliveira; Silva, Danilo Rodrigues Pereira da; Oyeyemi, Adewale Luqman.; Zambrin, Lidyane Ferreira; Fernandes, Romulo Araújo; Serassuelo Junior, Helio; Romanzini, Marcelo; Ronque, Enio Ricardo Vaz

doi:10.1590/1984-0462/2022/40/2021106IN

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Revista Paulista de Pediatria

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Original Article • Rev. paul. pediatr. 40 • 2022 • https://doi.org/10.1590/1984-0462/2022/40/2021106IN copy

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

Authorship SCIMAGO INSTITUTIONS RANKINGS

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.

Keywords:
Sedentary behavior; Self concept; Academic performance; Adolescent

	Boys (n=186)	Girls (n=208)	p-value
Chronological age (years)	11.9±0.7	11.8±0.6	0.418
Stature (cm)	150.8±8.7	152.6±7.4	0.006
Body mass (kg)	45.8±12.2	47.3±12.5	0.219
Body mass index (kg/m²)	19.1±4.2	20.1±4.3	0.596
Socioeconomic status (score)	4.5±1.2	4.4±1.2	0.204
Academic performance (score)	7.4±1.3	7.8±1.1	0.001
Use of accelerometer (min/day)	874.4±187.2	841.2±173.7	0.001
Sedentary time (% of wear time)	69.3±8.7	70.2±7.4	0.421
Bouts (% of sedentary time)
1–4 minutes	29.6±8.4	30.9±7.8	0.141
5–14 minutes	28.8±6.3	28.2±4.9	0.398
≥30 minutes	16.4±11.0	15.1±9.7	0.422
Number of breaks per hour	11.3±2.5	11.7±2.3	0.121
MVPA (min/d)	86.9±33.7	66.8±25.1	<0.001
Mentally-active SB, h/d	3.4±2.6	3.0±2.3	0.113
Mentally-passive SB, h/d	4.4±2.9	3.9±2.4	0.095
Total self-concept	49.5±7.1	47.8±7.1	0.028
Intellectual self-concept	48.5±8.4	48.4±8.1	0.794
Anxiety self-concept	50.0±6.8	46.3±7.1	<0.001

	r² adjusted	ß	95%CI	p-value
Boys (n=186)
Sedentary time	0.114	-0.036	-0.084 to 0.012	0.138
1–4 minutes	0.130	0.035	0.009–0.060	0.007
5–14 minutes	0.095	0.014	-0.016 to 0.046	0.351
≥30 minutes	0.126	-0.023	-0.040 to -0.005	0.011
Number of breaks per hour	0.129	0.116	0.031–0.202	0.008
Girls (n=208)
Sedentary time	0.050	-0.023	-0.065 to 0.019	0.284
1–4 minutes	0.087	0.031	0.006–0.056	0.014
5–14 minutes	0.108	0.054	0.021–0.088	0.001
≥30 minutes	0.120	-0.032	-0.050 to -0.015	<0.001
Number of breaks per hour	0.086	0.103	0.020–0.187	0.015

Boys (n=186)	1	2	3	4	5	6	7	8
1. Bout 1–4 minutes	1
2. Bout 5–14 minutes	0.185*	1
3. Bout ≥30 minutes	-0.801**	-0.652**	1
4. Breaks per hour	0.990**	0.246*	-0.846**	1
5. Total self-concept	0.037	-0.208*	0.038	0.032	1
6. Intellectual self-concept	0.037	-0.173*	0.048	0.029	0.082**	1
7. Anxiety self-concept	-0.036	-0.163*	0.060	-0.032	0.680**	0.045**	1
8. Academic performance	0.170*	0.113	-0.181*	0.166*	0.241*	0.030**	0.171*	1

Girls (n=208)
1. Bout 1–4 minutes	1
2. Bout 5–14 minutes	0.106	1
3. Bout ≥30 minutes	-0.801**	-0.575**	1
4. Breaks per hour	0.992**	0.146*	-0.831**	1
5. Total self-concept	0.226*	0.188*	-0.223*	0.223*	1
6. Intellectual self-concept	0.187*	0.201*	-0.214*	0.176*	0.815**	1
7. Anxiety self-concept	0.201*	0.097	-0.159*	0.204*	0.777**	0.448**	1
8. Academic performance	0.039	0.236*	-0.147*	0.036	0.283	0.056	0.221*	1

		Total effect	p-value	Direct effect	p-value	Indirect effect	p-value	%mediator
Bout 1–4 minutes
Total self-concept	Boys	0.030	0.018	0.032	0.013	-0.001	0.597	NA
Total self-concept	Girls	0.031	0.012	0.019	0.137	0.012	0.009	39.0
Intellectual self-concept	Boys	0.030	0.016	0.030	0.016	-0.001	0.979	NA
Intellectual self-concept	Girls	0.031	0.009	0.018	0.141	0.013	0.013	42.8
Anxiety self-concept	Boys	0.030	0.019	0.034	0.009	0.004	0.164	NA
Anxiety self-concept	Girls	0.031	0.013	0.024	0.065	0.007	0.044	23.8
Bout 5–14 minutes
Total self-concept	Boys	0.018	0.249	0.027	0.079	-0.010	0.040	56.40
Total self-concept	Girls	0.054	0.001	0.043	0.010	0.012	0.031	21.5
Intellectual self-concept	Boys	0.018	0.239	0.032	0.037	-0.015	0.012	82.9
Intellectual self-concept	Girls	0.054	<0.001	0.035	0.028	0.019	0.006	35.4
Anxiety self-concept	Boys	0.018	0.256	0.022	0.166	-0.004	0.192	NA
Anxiety self-concept	Girls	0.054	0.001	0.050	0.001	0.003	0.231	NA
Bout ≥30 minutes
Total self-concept	Boys	-0.021	0.014	-0.024	0.007	0.002	0.247	NA
Total self-concept	Girls	-0.032	<0.001	-0.025	0.005	-0.007	0.017	22.6
Intellectual self-concept	Boys	-0.021	0.013	-0.024	0.004	0.035	0.183	NA
Intellectual self-concept	Girls	-0.032	<0.001	-0.022	0.011	-0.010	0.006	32.3
Anxiety self-concept	Boys	-0.021	0.016	-0.023	0.008	0.002	0.212	NA
Anxiety self-concept	Girls	-0.032	<0.001	-0.029	0.001	-0.004	0.094	NA
Number of breaks per hour
Total self-concept	Boys	0.101	0.018	0.106	0.013	-0.005	0.542	NA
Total self-concept	Girls	0.103	0.013	0.063	0.141	0.040	0.010	38.9
Intellectual self-concept	Boys	0.101	0.016	0.103	0.014	-0.002	0.865	NA
Intellectual self-concept	Girls	0.103	0.009	0.061	0.130	0.042	0.018	40.7
Anxiety self-concept	Boys	0.101	0.019	0.113	0.009	-0.012	0.172	NA
Anxiety self-concept	Girls	0.103	0.015	0.078	0.071	0.025	0.043	24.4

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[1] *Corresponding author. E-mail: netzer87@hotmail.com (M. R. O. Bueno).