A1 Journal article (refereed)
Mentally active but not inactive sedentary behaviors are positively related to adolescents’ cognitive-academic achievements, a cross-sectional study : The Cogni-Action Project (2023)

Cristi-Montero, C., Hernandez-Jaña, S., Zavala-Crichton, J. P., Tremblay, M. S., Ortega, F. B., Feter, N., Mota, J., Aguilar-Farias, N., Ferrari, G., Sadarangani, K. P., & Gaya, A. (2023). Mentally active but not inactive sedentary behaviors are positively related to adolescents’ cognitive-academic achievements, a cross-sectional study : The Cogni-Action Project. Mental Health and Physical Activity, 25, Article 100561. https://doi.org/10.1016/j.mhpa.2023.100561

JYU authors or editors

Publication details

All authors or editors: Cristi-Montero, Carlos; Hernandez-Jaña, Sam; Zavala-Crichton, Juan Pablo; Tremblay, Mark S.; Ortega, Francisco B.; Feter, Natan; Mota, Jorge; Aguilar-Farias, Nicolas; Ferrari, Gerson; Sadarangani, Kabir P.; et al.

Journal or series: Mental Health and Physical Activity

ISSN: 1755-2966

eISSN: 1878-0199

Publication year: 2023

Volume: 25

Article number: 100561

Publisher: Elsevier

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1016/j.mhpa.2023.100561

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/92122

Abstract

Excessive adolescent sedentary behaviors (SBs) may affect cognitive-academic achievements; however, findings vary according to the SB evaluated and their mental requirements. This study aimed to understand the multivariate association between different SBs and diverse cognitive-academic achievements as a primary analysis. As a secondary one, we differentiated between mentally active and inactive SBs. In this study, 1296 Chilean adolescents (10–14 years old) reported their SB via questionnaires. Cognitive performance was assessed with a neurocognitive battery, and academic achievement was based on school grades. Canonical correlation analysis was performed to determine the mode of covariation (MofC) between two sets of variables. The first set accounted for eight SBs (five considered as “active mentally” and three as “inactive mentally”). The second set accounted for 13 cognitive and academic variables (eight cognitive tasks and five school subjects). Several covariates and a cluster (schools, k = 19) were also included in the analysis. The primary analysis revealed a single significant MofC, with a small canonical relationship (r = 0.22, p = 0.002). This MofC indicated that time spent using computers and engaging in scholarly tasks at home was positively correlated with cognitive processing speed as well as with academic scores in English and History. Secondary analysis revealed two significant modes of covariation. The first confirmed the primary result (r = 0.21, p = 0.001), while the second highlighted the role of time spent playing video games as the sole contributing factor linked to inhibitory control (r = 0.17, p = 0.034). These findings indicate a small positive relationship between certain mentally active SBs and cognitive-academic achievements, emphasizing the need for further comprehensive research to understand these complex relationships.

Keywords: physical activity; cognition; education and training; brain; health

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2023

JUFO rating: 1