Interactive Associations between Physical Activity and Sleep Duration in Relation to Adolescent Academic Achievement

Denver M. Y. Brown (), Carah Porter, Faith Hamilton, Fernanda Almanza, Christina Narvid, Megan Pish and Diego Arizabalo
Additional contact information
Denver M. Y. Brown: Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA
Carah Porter: Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA
Faith Hamilton: Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA
Fernanda Almanza: Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA
Christina Narvid: Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA
Megan Pish: Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA
Diego Arizabalo: Department of Psychology, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78254, USA

IJERPH, 2022, vol. 19, issue 23, 1-11

Abstract: Purpose: The present study aimed to examine independent and interactive associations between physical activity and sleep duration with adolescent academic achievement. Methods: This cross-sectional study used data from the 2019 cycle of the US-based Youth Risk Behavior Surveillance System. A total of 13,677 American adolescents in grades 9 through 12 (M AGE = 16.06 ± 1.24 years; 50.9% female) self-reported their sleep and physical activity behavior as well as their grades. Linear regression models fit with cubic splines were computed to capture potential non-linear associations. Results: Findings for the independent effect models revealed significant curvilinear relationships between physical activity and sleep with academic achievement wherein optimal grades were associated with 7–9 h/night of sleep and 5–7 days/week of physical activity. A significant physical activity by sleep interaction was also observed for academic achievement, which demonstrated that the association between sleep duration and academic achievement is not uniform across levels of physical activity engagement, and tradeoffs may exist. Conclusions: Overall, the results help to identify different combinations of physical activity and sleep behavior associated with optimal academic achievement and suggest that a one-size-fits-all approach to physical activity and sleep recommendations may not be adequate for promoting academic achievement during adolescence.

Keywords: exercise; high school grades; movement behaviors (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/19/23/15604/pdf (application/pdf)
https://www.mdpi.com/1660-4601/19/23/15604/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:19:y:2022:i:23:p:15604-:d:982697

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().