%0 Journal Article 
%A Esteban-Cornejo, Irene
%A Martínez-Gómez, David
%A Sallis, James F.
%A Cabanas-Sánchez, Verónica
%A Fernández Santos, Jorge del Rosario
%A Castro Piñero, José
%A Veiga, Oscar
%T Objectively measured and self-reported leisure-time sedentary behavior and academic performance in youth: The UP&DOWN Study
%D 2015
%@ 1096-0260

%U http://hdl.handle.net/10498/30975
%X Objective. To examine the associations of (i) objectively measured and self-reported sedentary behavior during leisure time with academic performance and (ii) patterns of sedentary behavior with academic performance.
Methods. This study was conducted with 1146 youth aged 12.5 ± 2.5 years in Spain during 2011–2012. Leisure-time sedentary behavior during out-of-school hours was assessed by accelerometry and self-report. Academic performance was assessed through school grades.
Results. Objectively measured sedentary leisure-time was not significantly associated with academic perfor- mance. Time spent in Internet surfing, listening to music, and sitting without doing anything were negatively as- sociated with all academic performance indicators (β ranging from − 0.066 to − 0.144; all p b 0.05). However, time spent in doing homework/study without computer and reading for fun were positively associated (β ranging from 0.058 to 0.154; all p b 0.05). Five major sedentary patterns were identified. The “high social-low TV/video” and the “low studying-high TV/video” patterns were negatively associated with all academic indicators (β ranging from −0.085 to −0.148; all p b 0.05). The “educational” pattern was positively associated with all academic indicators (β ranging from 0.063 to 0.105; all p b 0.05).
Conclusions. Specific domains of self-reported sedentary behavior during leisure-time, but not objectively measured sedentary leisure time, may influence academic performance.
%K Children and adolescents
%K Academic achievement
%K Leisure-time
%K Television
%K Accelerometry
%K Sitting
%~ Universidad de Cádiz