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Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis

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Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis

dc.contributor.author	Lizandra, Jorge
dc.contributor.author	Devís-Devís, José
dc.contributor.author	Pérez-Gimeno, Esther
dc.contributor.author	Valencia-Peris, Alexandra
dc.contributor.author	Peiró-Velert, Carmen
dc.date.accessioned	2023-11-27T08:47:03Z
dc.date.available	2023-11-27T08:47:03Z
dc.date.issued	2016
dc.identifier.uri	https://hdl.handle.net/10550/91441
dc.description.abstract	This study examined whether adolescents' time spent on sedentary behaviors (academic, technological-based and social-based activities) was a better predictor of academic performance than the reverse. A cohort of 755 adolescents participated in a three-year period study. Structural Equation Modeling techniques were used to test plausible causal hypotheses. Four competing models were analyzed to determine which model best fitted the data. The Best Model was separately tested by gender. The Best Model showed that academic performance was a better predictor of sedentary behaviors than the other way round. It also indicated that students who obtained excellent academic results were more likely to succeed academically three years later. Moreover, adolescents who spent more time in the three different types of sedentary behaviors were more likely to engage longer in those sedentary behaviors after the three-year period. The better the adolescents performed academically, the less time they devoted to social-based activities and more to academic activities. An inverse relationship emerged between time dedicated to technological-based activities and academic sedentary activities. A moderating auto-regressive effect by gender indicated that boys were more likely to spend more time on technological-based activities three years later than girls. To conclude, previous academic performance predicts better sedentary behaviors three years later than the reverse. The positive longitudinal auto-regressive effects on the four variables under study reinforce the 'success breeds success' hypothesis, with academic performance and social-based activities emerging as the strongest ones. Technological-based activities showed a moderating effect by gender and a negative longitudinal association with academic activities that supports a displacement hypothesis. Other longitudinal and covariate effects reflect the complex relationships among sedentary behaviors and academic performance and the need to explore these relationships in depth. Theoretical and practical implications for school health are outlined.
dc.description.sponsorship	Ministerio de Ciencia e Innovación
dc.description.sponsorship	Generalitat Valenciana
dc.language.iso	eng
dc.relation.ispartof	Plos One, 2016, vol. 11, num. 6, p. 1-13
dc.source	Lizandra J, Devís-Devís J, Pérez-Gimeno E, Valencia-Peris A, Peiró-Velert C (2016) Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis. PLoS ONE 11(4): e0153272. https://doi.org/10.1371/journal.pone.0153272
dc.subject	adolescència
dc.subject	rendiment escolar
dc.subject	condició física
dc.title	Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis
dc.type	journal article
dc.date.updated	2023-11-27T08:47:03Z
dc.identifier.doi	10.1371/journal.pone.0153272
dc.identifier.idgrec	110297
dc.rights.accessRights	open access
dc.relation.projectID	EDU2009-13664 to CPV
dc.relation.projectID	ACIF/2013/214