Influence of Sedentary Behavior on School Engagement Among Youth Aged 10 to 18 in Southern Spain

Pablo Ramírez-Espejo, Jose Luis Solas-Martínez (), Rubén Roldán-Roldán and Alba Rusillo-Magdaleno
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Pablo Ramírez-Espejo: Musical, Plastic and Corporal Expression Didactics Department, Faculty of Humanities and Educational Sciences, University of Jaén, 23071 Jaén, Spain
Jose Luis Solas-Martínez: Musical, Plastic and Corporal Expression Didactics Department, Faculty of Humanities and Educational Sciences, University of Jaén, 23071 Jaén, Spain
Rubén Roldán-Roldán: Musical, Plastic and Corporal Expression Didactics Department, Faculty of Humanities and Educational Sciences, University of Jaén, 23071 Jaén, Spain
Alba Rusillo-Magdaleno: Musical, Plastic and Corporal Expression Didactics Department, Faculty of Humanities and Educational Sciences, University of Jaén, 23071 Jaén, Spain

Societies, 2025, vol. 15, issue 4, 1-12

Abstract: The increasing prevalence of sedentary behavior among adolescents raises concerns about its impact on academic engagement. This study examines the association between negative and positive sedentary behavior and behavioral, emotional, and cognitive school engagement in adolescents. A total of 270 students aged 10 to 18 from southern Spain participated. Sedentary behavior was assessed via self-report, and school engagement was measured using the School Engagement Measure (SEM). ANCOVA and binary logistic regression were applied, adjusting for age, BMI, and maternal education level. The findings indicate that low negative sedentary behavior is associated with higher cognitive engagement ( p = 0.009), while high positive sedentary behavior correlates with greater behavioral ( p = 0.018) and cognitive engagement ( p = 0.008). Moreover, high negative sedentary behavior more than doubles the risk of low cognitive engagement, and low positive sedentary behavior significantly increases the likelihood of low behavioral and cognitive engagement. These results suggest that while some sedentary behaviors may hinder academic engagement, structured activities like reading and studying can positively contribute to school performance. Encouraging active learning strategies, structured study habits, and responsible screen use may help to maximize school engagement. Future research should explore longitudinal effects and intervention strategies to optimize adolescent learning and well-being.

Keywords: adolescents; cognitive engagement; school engagement; screen time; sedentary behavior (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2025
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