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Joint Associations of Leisure Screen Time and Physical Activity with Academic Performance in a Sample of Japanese Children

Author

Listed:
  • Kaori Ishii

    (Faculty of Sport Sciences, Waseda University, Saitama 359-1192, Japan)

  • Kenryu Aoyagi

    (College of Economics, Kanto Gakuin University, Yokohama 236-8501, Japan)

  • Ai Shibata

    (Faculty of Health and Sport Sciences, University of Tsukuba, Ibaraki 305-8574, Japan)

  • Mohammad Javad Koohsari

    (Faculty of Sport Sciences, Waseda University, Saitama 359-1192, Japan
    Behavioural Epidemiology Laboratory, Baker Heart and Diabetes Institute, Melbourne, VIC 3004, Australia
    Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, VIC 3010, Australia)

  • Alison Carver

    (Mary MacKillop Institute for Health Research, Australian Catholic University, Melbourne, VIC 3000, Australia)

  • Koichiro Oka

    (Faculty of Sport Sciences, Waseda University, Saitama 359-1192, Japan)

Abstract

Studies have shown the potential effects of sedentary behavior and physical activity on not only physical and mental health but also academic performance in children. Nevertheless, studies have only focused on either sedentary behavior or physical activity. Examining the joint effects of both behaviors on academic performance provides detailed insights into the patterns of these behaviors in relation to children’s academic achievement. The present study investigated the joint longitudinal associations of physical activity and screen time with academic performance among Japanese children. The screen time and physical activity of 261 children aged 7–10 years were assessed, and their academic performance was evaluated one year later. Multivariate logistic regression analysis was used to examine the joint associations of screen time and physical activity with academic performance adjusted for demographic characteristics. Children with low screen time and physical activity had 2.04 (95% confidence interval: 1.11–3.78) times greater odds of having high academic performance compared to children with high screen time and low physical activity, while children with low screen time and high physical activity had 2.75 (1.17–6.43) times greater odds (boys; 4.12 (1.19–14.24)). Low screen time was related to high academic performance after one year, regardless of the physical activity level.

Suggested Citation

  • Kaori Ishii & Kenryu Aoyagi & Ai Shibata & Mohammad Javad Koohsari & Alison Carver & Koichiro Oka, 2020. "Joint Associations of Leisure Screen Time and Physical Activity with Academic Performance in a Sample of Japanese Children," IJERPH, MDPI, vol. 17(3), pages 1-8, January.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:3:p:757-:d:312908
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    References listed on IDEAS

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    1. Xin Huang & Nan Zeng & Sunyue Ye, 2019. "Associations of Sedentary Behavior with Physical Fitness and Academic Performance among Chinese Students Aged 8–19 Years," IJERPH, MDPI, vol. 16(22), pages 1-9, November.
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    Cited by:

    1. Alfredo Bravo-Sánchez & Javier Morán-García & Pablo Abián & Javier Abián-Vicén, 2021. "Association of the Use of the Mobile Phone with Physical Fitness and Academic Performance: A Cross-Sectional Study," IJERPH, MDPI, vol. 18(3), pages 1-11, January.

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