青少年健康行为和学习压力对学习成绩的影响
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摘要
目的探讨武汉市2所中学青少年学习压力和健康行为对学习成绩的影响,为针对性开展青少年健康教育和提高学习成绩提供科学依据。方法方便选取武汉市2所中学作为项目学校,在2015年、2016年和2017年,对2所学校所有七年级学生进行基线调查和2次随访,分别有869份、860份和833份资料纳入研究。结果广义估计方程模型结果显示,控制性别、年级的影响后,学习压力(OR=0.68, 95%CI:0.64~0.72)、屏幕时间(OR=0.75, 95%CI:0.70~0.79)是学习成绩的危险因素,体育活动(OR=1.06, 95%CI:1.01~1.11)是学习成绩的保护因素。路径分析模型拟合良好,不论男生还是女生,屏幕时间对学习成绩的影响最大,体育活动、屏幕时间可通过学习压力对学习成绩产生间接影响。结论保持较小学习压力、每天2h以内屏幕时间、适当增加体育活动将对青少年的学习成绩产生更积极的影响。
Objective To investigate the influence of learning pressure and health behavior on academic performance among teenagers in 2 schools of Wuhan, and provide scientific basis for promoting adolescents' physical and mental health. Methods 2 middle schools in Wuhan City were selected as project schools through convenience sampling. In April2015, all students in Grade 7 th were surveyed at baseline and then two follow-up surveys were conducted in 2016 and 2017,with 869, 860 and 833 students participated in the survey respectively. Results After controlled for gender and grade, the results of generalized estimating equations model showed that learning pressure( OR = 0. 68, 95% CI: 0. 64-0. 72),screen time(OR=0.75, 95%CI: 0.70-0.79) were risk factors while physical activities(OR=1.06, 95%CI: 1.01-1.11) was protective factor of academic performance. The pathway analysis model was well fitted,and screen time had the biggest impact on learning performance. Physical activities and screen time could directly influence on learning performance through learning pressure. Conclusion Improving health-related factors including less learning pressure, screen time less than 2 hours per day, proper sports activities will have a positive impact on academic performance of adolescent.
Objective To investigate the influence of learning pressure and health behavior on academic performance among teenagers in 2 schools of Wuhan, and provide scientific basis for promoting adolescents' physical and mental health. Methods 2 middle schools in Wuhan City were selected as project schools through convenience sampling. In April2015, all students in Grade 7 th were surveyed at baseline and then two follow-up surveys were conducted in 2016 and 2017,with 869, 860 and 833 students participated in the survey respectively. Results After controlled for gender and grade, the results of generalized estimating equations model showed that learning pressure( OR = 0. 68, 95% CI: 0. 64-0. 72),screen time(OR=0.75, 95%CI: 0.70-0.79) were risk factors while physical activities(OR=1.06, 95%CI: 1.01-1.11) was protective factor of academic performance. The pathway analysis model was well fitted,and screen time had the biggest impact on learning performance. Physical activities and screen time could directly influence on learning performance through learning pressure. Conclusion Improving health-related factors including less learning pressure, screen time less than 2 hours per day, proper sports activities will have a positive impact on academic performance of adolescent.
引文
[1]万兴松,费龙才,张晓庆,等.影响城市中学生学习成绩的相关因素分析[J].中国心理卫生杂志,2003,17(1):45-46.
[2] Kumar S, Jadaun MU. Effect of parental expectations and academic stress on academic achievement in higher studies with special reference to district Aligarh[J]. Swaranjali Publication, 2018, 1(1):153-161.
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[7]张珊珊,张野.学业情绪和学习压力对高中生学业成绩的调节作用[J].中小学心理健康教育,2017(16):8-11,16.
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[9]杨世宏,王智勇,薛继伟.辽宁省大中学生精神压力与相对学习成绩的关系[J].中国学校卫生,2016,37(5):704-707.
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[11]谭腾飞.高中生参加课外体育锻炼与学习成绩的关系研究[J].运动,2016(22):63-64.
[12] He M,Callaghan C,Evans A,et al. Healthy eating champions award for elementary schools[J]. Can J Diet Pract Res, 2009,70(2):101-104.
[13] Rasberry CN, Lee SM, Robin L, et al. The association between school-based physical activity, including physical education, and academic performance:a systematic review of the literature[J].Prev Med,2011,52(Suppl 1):S10-S20.
[14] Biddle SJ,Asare M. Physical activity and mental health in children and adolescents:a review of reviews[J]. Br J Sports Med,2011,45(11):886-895.
[15]王政和,董彦会,宋逸,等.中国2014年9~22岁学生体育锻炼时间不足1 h的流行现状与影响因素分析[J].中华流行病学杂志,2017,38(3):341-345.
[16] Hawkes N. Every hour of daily screen time knocks two grades off teenagers'exam scores,study shows[J]. BMJ,2015,351:h4764.
[17]Faught EL, Ekwaru JP, Gleddie D, et al. The combined impact of diet,physical activity, sleep and screen time on academic achievement:a prospective study of elementary school students in Nova Scotia,Canada[J]. Int J Behav Nutr Phys Act,2017,14(1):29.
[18]伍晓艳,陶舒曼,张诗晨,等.中国12省份中小学生视屏时间及其影响因素分析[J].中华预防医学杂志,2016,50(6):508-513.
[19] García-Hermoso A, Marina R. Relationship of weight status,physical activity and screen time with academic achievement in adolescents[J].Obes Res Clin Pract,2015,11(1):44-50.
[20]张伟霞,焦盈莹,徐霞,等.高中生体育锻炼对学业成绩的影响:睡眠质量的中介作用[J].体育学刊,2016,23(6):135-140.
[21] McCarthy M. Cut children's screen time to less than pediattwo hours a day,US ricians say[J]. BMJ,2013,347:f6573.
[2] Kumar S, Jadaun MU. Effect of parental expectations and academic stress on academic achievement in higher studies with special reference to district Aligarh[J]. Swaranjali Publication, 2018, 1(1):153-161.
[3]张绍礼,宋学岷,门传胜,等.辽宁省青少年生活方式和体育锻炼行为成因分析[J].沈阳体育学院学报,2011,30(3):106-110.
[4]李海垒,张文新.青少年的学业压力与抑郁:同伴支持的缓冲作用[J].中国特殊教育,2014(10):87-91.
[5]王乐,张业安,王磊.近10年屏幕时间影响青少年体质健康的国外研究进展[J].体育学刊,2016(2):138-144.
[6]刘庆敏,项海青,裘欣,等.社会心理因素对初中生学习成绩的影响[J].中国学校卫生,2007,28(1):39-41.
[7]张珊珊,张野.学业情绪和学习压力对高中生学业成绩的调节作用[J].中小学心理健康教育,2017(16):8-11,16.
[8] Liu YY,Lu ZH. Longitudinal analysis of Chinese high school student's stress in school and academic achievement[J]. Educational Psychology,2011,31(6):1-7.
[9]杨世宏,王智勇,薛继伟.辽宁省大中学生精神压力与相对学习成绩的关系[J].中国学校卫生,2016,37(5):704-707.
[10] Kim SA,Lee BH. Relationships between the nutrient intake status,dietary habits, academic stress and academic achievement in the elementary school children in Bucheon-si[J]. Korean J Nutr,2008,41(8):786-796.
[11]谭腾飞.高中生参加课外体育锻炼与学习成绩的关系研究[J].运动,2016(22):63-64.
[12] He M,Callaghan C,Evans A,et al. Healthy eating champions award for elementary schools[J]. Can J Diet Pract Res, 2009,70(2):101-104.
[13] Rasberry CN, Lee SM, Robin L, et al. The association between school-based physical activity, including physical education, and academic performance:a systematic review of the literature[J].Prev Med,2011,52(Suppl 1):S10-S20.
[14] Biddle SJ,Asare M. Physical activity and mental health in children and adolescents:a review of reviews[J]. Br J Sports Med,2011,45(11):886-895.
[15]王政和,董彦会,宋逸,等.中国2014年9~22岁学生体育锻炼时间不足1 h的流行现状与影响因素分析[J].中华流行病学杂志,2017,38(3):341-345.
[16] Hawkes N. Every hour of daily screen time knocks two grades off teenagers'exam scores,study shows[J]. BMJ,2015,351:h4764.
[17]Faught EL, Ekwaru JP, Gleddie D, et al. The combined impact of diet,physical activity, sleep and screen time on academic achievement:a prospective study of elementary school students in Nova Scotia,Canada[J]. Int J Behav Nutr Phys Act,2017,14(1):29.
[18]伍晓艳,陶舒曼,张诗晨,等.中国12省份中小学生视屏时间及其影响因素分析[J].中华预防医学杂志,2016,50(6):508-513.
[19] García-Hermoso A, Marina R. Relationship of weight status,physical activity and screen time with academic achievement in adolescents[J].Obes Res Clin Pract,2015,11(1):44-50.
[20]张伟霞,焦盈莹,徐霞,等.高中生体育锻炼对学业成绩的影响:睡眠质量的中介作用[J].体育学刊,2016,23(6):135-140.
[21] McCarthy M. Cut children's screen time to less than pediattwo hours a day,US ricians say[J]. BMJ,2013,347:f6573.