Asociaciones entre tiempo sedentario de pantalla y rendimiento académico en adolescentesPROYECTO DADOS

  1. Adelantado-Renau, M 1
  2. Beltrán-Valls, M.R. 1
  3. Monzonís-Carda, I 1
  4. Bellmunt-Villalonga, H. 1
  5. Linares-Ayala, N 1
  6. Moliner-Urdiales, D 1
  1. 1 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

Aldizkaria:
Journal of sport and health research

ISSN: 1989-6239

Argitalpen urtea: 2020

Alea: 12

Zenbakia: 3

Orrialdeak: 7-7

Mota: Artikulua

Beste argitalpen batzuk: Journal of sport and health research

Laburpena

El tiempo sedentario de pantalla es actualmente el comportamiento sedentario más popular entre la población adolescente y se ha asociado con múltiples consecuencias negativas para la salud. En los últimos años, diversos estudios han sugerido que el tiempo sedentario de pantalla podría influir también sobre el rendimiento académico, mostrando resultados poco concluyentes. Por tanto, el objetivo de este estudio fue analizar la asociación entre el tiempo sedentario de pantalla y el rendimiento académico en adolescentes físicamente activos. La muestra estuvo compuesta por 264 adolescentes, participantes del proyecto DADOS (Deporte, ADOlescencia y Salud). El tiempo sedentario de pantalla (i.e., videojuegos, internet, teléfono móvil y televisión) fue auto- reportado por los adolescentes. El rendimiento académico se evaluó a través de la versión española del cuestionario “Science Research Associates Test of Educational Abilities” que proporciona medidas de habilidades cognitivas (i.e., verbal, numérica, de razonamiento, y global), así como a través de las calificaciones académicas de final de curso (i.e., matemáticas, castellano y nota media). Los resultados muestran una asociación inversa del tiempo sedentario de uso de internet con las calificaciones académicas, la habilidad de razonamiento y la habilidad cognitiva global, y del tiempo de uso del teléfono móvil con la calificación académica media. Estos hallazgos sugieren que los programas formativos orientados a promover el uso responsable de las nuevas tecnologías entre los adolescentes podrían resultar beneficiosos para su rendimiento académico.

Finantzaketari buruzko informazioa

Los autores agradecen a todos los adolescentes su participación en el estudio, y a todos los investigadores del grupo LIFE el trabajo realizado en la toma de datos. Este trabajo ha sido financiado por el MINECO (Dep2013-45515-R), por la Universidad Jaume I de Castellón (UJI; P1·1A2015-05), y por una beca de investigación Sunny Sport de la compañía Schweppes Suntory España. M.A.R cuenta con una beca Predoctoral de la UJI (PREDOC/2015/13).

Finantzatzaile

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