Associations between 24-Hour Time Use and Academic Achievement in Australian Primary School-Aged Children

Autor/inn/en	Watson, Amanda; Dumuid, Dorothea; Olds, Tim
Titel	Associations between 24-Hour Time Use and Academic Achievement in Australian Primary School-Aged Children
Quelle	In: Health Education & Behavior, 47 (2020) 6, S.905-913 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watson, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198120952041
Schlagwörter	Correlation; Time Management; Academic Achievement; Elementary School Students; Preadolescents; Grade 5; Grade 7; Numeracy; Literacy; Measurement Equipment; Health Behavior; Physical Activity Level; Sleep; Foreign Countries; National Competency Tests; Individual Activities; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Korrelation; Zeitmanagement; Schulleistung; Pre-adolescence; Präadoleszenz; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Messinstrument; Health behaviour; Gesundheitsverhalten; Schlaf; Ausland; Individual work; Einzelarbeit; Australien
Abstract	Background: Previous research has examined associations between individual activity behaviors and academic achievement. Yet activity behaviors should be analyzed together because they are codependent parts of the 24-hour day. Aims: This study aims to explore the associations between all daily activity behaviors (sleep, sedentary time, light physical activity [LPA], and moderate-to-vigorous physical activity [MVPA]) and academic achievement using compositional data analysis. Method: Participants for this study were drawn from two cohorts: the Australian arm of the cross-sectional International Study of Childhood Obesity, Lifestyle and the Environment (n = 452; mean age 10.7 years (SD = 0.4); 54% female) and CheckPoint (n = 1278; mean age 12 years [SD = 0.4]; 50% female), a cross-sectional study nested between Waves 6 and 7 of the Longitudinal Study of Australian Children. Objective daily activity behavior data (sleep, sedentary time, LPA, and MVPA) were collected using 8-day, 24-hour accelerometry. Academic achievement was assessed using a nationally administered standardized test in literacy (spelling, grammar and punctuation, writing and reading) and numeracy. Compositional models (adjusted for age, sex, socioeconomic position, and pubertal development) regressed academic scores against isometric log ratios of activity behaviors. We used the models to estimate academic achievement for observed daily activity mixes. Estimated outcomes were plotted against time spent in each individual activity domain, and loess curves were fitted. Discussion and conclusion: In two different cohorts using two different accelerometers, lower LPA was related to better numeracy and literacy and higher sedentary time to better literacy (relative to time spent in other domains). Discussion and conclusion. LPA likely "drains time" from other movement behaviors, which are beneficial for academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01