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Interactive Associations between Physical Activity and Sleep Duration in Relation to Adolescent Academic Achievement

Author

Listed:
  • Denver M. Y. Brown

    (Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA)

  • Carah Porter

    (Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA)

  • Faith Hamilton

    (Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA)

  • Fernanda Almanza

    (Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA)

  • Christina Narvid

    (Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA)

  • Megan Pish

    (Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA)

  • Diego Arizabalo

    (Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA)

Abstract

Purpose: The present study aimed to examine independent and interactive associations between physical activity and sleep duration with adolescent academic achievement. Methods: This cross-sectional study used data from the 2019 cycle of the US-based Youth Risk Behavior Surveillance System. A total of 13,677 American adolescents in grades 9 through 12 (M AGE = 16.06 ± 1.24 years; 50.9% female) self-reported their sleep and physical activity behavior as well as their grades. Linear regression models fit with cubic splines were computed to capture potential non-linear associations. Results: Findings for the independent effect models revealed significant curvilinear relationships between physical activity and sleep with academic achievement wherein optimal grades were associated with 7–9 h/night of sleep and 5–7 days/week of physical activity. A significant physical activity by sleep interaction was also observed for academic achievement, which demonstrated that the association between sleep duration and academic achievement is not uniform across levels of physical activity engagement, and tradeoffs may exist. Conclusions: Overall, the results help to identify different combinations of physical activity and sleep behavior associated with optimal academic achievement and suggest that a one-size-fits-all approach to physical activity and sleep recommendations may not be adequate for promoting academic achievement during adolescence.

Suggested Citation

  • Denver M. Y. Brown & Carah Porter & Faith Hamilton & Fernanda Almanza & Christina Narvid & Megan Pish & Diego Arizabalo, 2022. "Interactive Associations between Physical Activity and Sleep Duration in Relation to Adolescent Academic Achievement," IJERPH, MDPI, vol. 19(23), pages 1-11, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:15604-:d:982697
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    References listed on IDEAS

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    1. van Buuren, Stef & Groothuis-Oudshoorn, Karin, 2011. "mice: Multivariate Imputation by Chained Equations in R," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 45(i03).
    2. Ana Barbosa & Stephen Whiting & Philippa Simmonds & Rodrigo Scotini Moreno & Romeu Mendes & João Breda, 2020. "Physical Activity and Academic Achievement: An Umbrella Review," IJERPH, MDPI, vol. 17(16), pages 1-29, August.
    3. Michael T French & Jenny F Homer & Ioana Popovici & Philip K Robins, 2015. "What You Do in High School Matters: High School GPA, Educational Attainment, and Labor Market Earnings as a Young Adult," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 41(3), pages 370-386, June.
    4. Lumley, Thomas, 2004. "Analysis of Complex Survey Samples," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 9(i08).
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