scholarly journals Associations of Classroom Design and Classroom-Based Physical Activity with Behavioral and Emotional Engagement among Primary School Students

2021 ◽  
Vol 13 (14) ◽  
pp. 8116
Author(s):  
Jani Hartikainen ◽  
Anna-Maija Poikkeus ◽  
Eero A. Haapala ◽  
Arja Sääkslahti ◽  
Taija Finni
Keyword(s):  
Physical Activity ◽  
School Engagement ◽  
Structural Equation ◽  
Emotional Engagement ◽  
Classroom Design ◽  
Learning Spaces ◽  
Open Learning ◽  
School Students ◽  
The Relationship ◽  
5Th Grade

Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs. Open learning spaces may contribute to a student’s behavioral and emotional school engagement directly and by facilitating classroom-based physical activity (CPA). We investigated the associations between accelerometer-assessed CPA and student ratings of task-focused behavior and attitude towards school as indicators for behavioral and emotional engagement, respectively, with the associations of gender, grade, and classroom design on CPA among 206 3rd and 5th grade students in open learning spaces and conventional classrooms. Structural equation modelling showed open classroom design to be directly associated with better attitude towards school (B = −0.336; CI95% −0.616 to −0.055), but not with task-focused behavior. The relationship between task-focused behavior and attitude towards school was statistically significant (B = 0.188; 95%CI 0.068 to 0.031). CPA was not associated with task-focused behavior and attitude towards school, while classroom design (B = 1.818; 95%CI 1.101 to 2.536), gender (B = 1.732; 95%CI 20 1.065 to 2.398), and grade (B = 1.560; 95%CI 0.893 to 2.227) were statistically significantly associated with CPA. Open learning spaces seem to be associated with better emotional engagement, which is associated with behavioral engagement. Longitudinal studies investigating associations of open learning spaces and CPA on students’ behavioral, emotional, and cognitive engagement concurrently are warranted.

scholarly journals Comparison of Classroom-Based Sedentary Time and Physical Activity in Conventional Classrooms and Open Learning Spaces Among Elementary School Students

2021 ◽  
Vol 3 ◽  
Author(s):  
Jani Hartikainen ◽  
Eero A. Haapala ◽  
Anna-Maija Poikkeus ◽  
Eero Lapinkero ◽  
Arto J. Pesola ◽  
...  
Keyword(s):  
Physical Activity ◽  
Curriculum Reform ◽  
Sedentary Time ◽  
Mean Difference ◽  
Learning Spaces ◽  
Open Learning ◽  
School Students ◽  
5Th Grade ◽  
Classroom Time ◽  
3Rd Grade

European children and adolescents spend most of their daily life and especially their school hours being sedentary which may increase their risk for chronic non-communicable diseases later in life. After the curriculum reform of Finnish basic education in 2014, most of the new or renovated comprehensive schools in Finland incorporate open and flexible classroom designs. Their open learning spaces may provide students opportunities to reduce sedentary behavior during school hours. Thus, waist-worn accelerometers were used to assess classroom-based sedentary time (ST), the number of breaks from sedentary time (BST), and physical activity (PA) among cross-sectional samples of 3rd and 5th grade students during two separate academic years in a school that underwent a renovation from conventional classrooms to open learning spaces. The cohort of 5th grade students before renovation had a smaller proportion of ST from total classroom time (56.97 ± 12.24%, n = 42 vs. 67.68 ± 5.61%, n = 28, mean difference = 10.71%-points, 95%CI = −15.65 to−5.77, p < 0.001), a greater number of BST per 60 min of classroom time (7.41 ± 1.16 breaks/h vs. 9.19 ± 1.59 breaks/h, mean difference = −1.78 breaks/h, 95%CI = −2.486 to −1.079, p < 0.001) and a greater proportion of light intensity PA (28.66 ± 9.99% vs. 22.56 ± 4.59%, mean difference = 6.10%, 95%CI = 2.56 to 9.64, p = 0.001) than the 5th grade cohort assessed after renovation. The cohort of 3rd grade student had a greater proportion of moderate-to-vigorous intensity PA (MVPA) after the renovation compared to the cohort assessed before the renovation [Mean Rank (Before) = 27.22, Mean Rank (After) = 37.58, U =524.0, p = 0.033]. Despite the greater ST found in 5th graders, schools with open learning spaces may facilitate BST or MVPA as observed in the 5th and 3rd grade cohorts in open learning spaces compared to the cohorts in conventional classrooms, respectively. Future studies should seek to investigate and develop teacher practices to capitalize the potential of open classrooms to reduce ST, since classroom renovation alone may not be a sufficient intervention as of itself. Longitudinal studies utilizing randomized controlled trials are warranted.

scholarly journals Examining the Exercise and Self-Esteem Model Revised with Self-Compassion among Hong Kong Secondary School Students Using Structural Equation Modeling

2021 ◽  
Vol 18 (7) ◽  
pp. 3661
Author(s):  
Ming-Yu Claudia Wong ◽  
Pak-Kwong Chung ◽  
Ka-Man Leung
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Structural Equation ◽  
Secondary School Students ◽  
Well Being ◽  
Self Esteem ◽  
Equation Modeling ◽  
School Students ◽  
Self Compassion ◽  
The Relationship

The association between physical activity in achieving mental health benefits and subjective well-being is consistently identified by empirical research. The causation of a positive self-concept created by physical exercise is empirically supported by Sonstroem and Morgan’s (1988) exercise and self-esteem model (EXSEM). However, various drawbacks of maintaining high self-esteem have been identified; thus, the concept of self-compassion was conjectured to be a form of “true self-esteem.” Hence, the current study aimed to investigate the relationship between physical activity and self-compassion by examining the exercise and self-esteem model revised with self-compassion (EXSEM-SC). This study recruited secondary school students from Hong Kong using convenience sampling. The structural equation modeling (SEM) approach, including path analysis and multiple indicators, multiple causes (MIMIC) modeling, were used to reveal the results of the study. The results (n = 1097) indicated that the relationship between physical activity and self-compassion could be demonstrated by the EXSEM-SC, with a satisfactory goodness-of-fit index in the SEMs. The SEM also demonstrated the direct paths from physical activity to self-compassion and mental well-being, indicating the significant effect of physical activity on self-compassion.

Investigating School Racial Climate and Private Racial Regard as Risk and Protector Factors for Black High School Students’ School Engagement

2020 ◽  
Vol 46 (6-7) ◽  
pp. 514-549
Author(s):  
Charity Brown Griffin ◽  
Rashunda L. Stitt ◽  
Dawn X. Henderson
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
School Engagement ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Racial Climate ◽  
School Students ◽  
The Relationship ◽  
Peer Discrimination

This investigation examined associations between school racial climate (racial fairness, teacher discrimination, and peer discrimination), private racial regard, and school engagement (behavioral, emotional, and cognitive) in a sample of 151 Black high school students. Hierarchical regression analyses revealed that students who perceived their school environment to be more impartial and equitable for Black students also reported higher school engagement on all dimensions. Furthermore, teacher discrimination was associated with emotional engagement, whereas higher levels of perceived discrimination from peers were associated with both higher levels of behavioral engagement and cognitive engagement. In addition, two significant interactions were found: private regard moderated the relationship between teacher discrimination and emotional engagement, and the relationship between peer discrimination and cognitive engagement.

scholarly journals Physical Activity as a Mediator in the Relationship Between Race or Ethnicity and Changes in Multimorbidity

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 342-342
Author(s):  
Jason Newsom ◽  
Emily Denning ◽  
Ana Quinones ◽  
Miriam Elman ◽  
Anda Botoseneanu ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sex Education ◽  
Chronic Conditions ◽  
Structural Equation ◽  
Insurance Coverage ◽  
Ethnic Disparities ◽  
Later Life ◽  
Equation Modeling ◽  
The Relationship ◽  
Racial Ethnic

Abstract Racial/ethnic disparities in multimorbidity (≥2 chronic conditions) and their rate of accumulation over time have been established. Studies report differences in physical activity across racial/ethnic groups. We investigated whether racial/ethnic differences in accumulation of multimorbidity over a 10-year period (2004-2014) were mediated by physical activity using data from the Health and Retirement Study (N = 10,724, mean age = 63.5 years). Structural equation modeling was used to estimate a latent growth curve model of changes in the number of self-reported chronic conditions (of nine) and investigate whether the relationship of race/ethnicity (non-Hispanic Black, Hispanic, non-Hispanic White) to change in the number of chronic conditions was mediated by physical activity after controlling for age, sex, education, marital status, personal wealth, and insurance coverage. Results indicated that Blacks engaged in significantly lower levels of physical activity than Whites (b = -.171, □ = -.153, p < .001), but there were no differences between Hispanics and Whites (b = -.010, □ = -.008, ns). Physical activity also significantly predicted both lower initial levels of multimorbidity (b = -1.437, □ = -.420, p < .001) and greater decline in multimorbidity (b = -.039, □ = -.075, p < .001). The indirect (mediational) effect for the Black vs. White comparison was significant (b = .007, □ = .011, 95% CI [.004,.010]). These results provide important new information for understanding how modifiable lifestyle factors may help explain disparities in multimorbidity in middle and later life, suggesting greater need to reduce sedentary behavior and increase activity.

scholarly journals The Relationship Between the Digital Game Addiction Levels of Secondary and High School Students and Their Motivation for Participation in Physical Activity During the Pandemic Process

2021 ◽  
Author(s):  
Burçak KESKİN ◽  
Burcu GÜVENDİ23 ◽  
Bilal KARAKOÇ ◽  
Selman KAYA ◽  
Onat ÇETİN2
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Digital Game ◽  
School Students ◽  
Digital Gaming ◽  
Game Addiction ◽  
Significant Difference ◽  
Motivation Scale ◽  
The Relationship

This study aims to determine the relationship between the digital game addiction levels of secondary and high school students and their motivation for participation in physical activity during the pandemic process. the study participants include a total of 322 students, 227 males, and 95 females, aged between 11 and 18. the game addiction scale for adolescents and the motivation scale for participation in physical activity were used as data collection tools in the study. in the statistical method of the study, descriptive statistics (frequency, arithmetic mean, standard deviation), t-test, one-way analysis of variance (ANOVA), Tukey multiple comparisons, and Pearson correlation tests were used. In the research findings, it has been determined that there is a negative and low-level significant relationship between the individual reasons and causelessness sub-dimensions of the motivation scale for participation in physical activity and digital game addiction. there was a significant difference in the game addiction scale and sub-dimensions of the motivation for participation in physical activity according to the duration of digital gaming of the students and their education levels. A significant difference was determined in the motivation scale for participation in physical activity according to the branch variable, and in the scale of game addiction according to the situation of the parents’ setting limits on the duration of digital gaming. A significant difference was not found in either scale according to gender. As a result, it was observed that the more the motivation for participation in physical activity, the lower the digital game addiction.

scholarly journals The Relationship between Attitudes towards Physical Activity and Self-Esteem of High School Students

2019 ◽  
Vol 5 (1) ◽  
pp. 70-73
Author(s):  
H. Fatih KUCUKIBIS ◽  
Mehmet GUL
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Personal Information ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Study Data ◽  
School Students ◽  
Positive Correlation ◽  
The Relationship

The purpose of this study was to examine the relationship between attitudes towards physical activity and self-esteem of high school students. Three different scales were used on 626 adolescents in total who lived in Sivas, found by random sampling method. The first scale is “the Personal Information Scale” consisting of 6 items to determine the demographical characteristics of the participants; the second scale is “the Cognitive Behavioral Physical Activity Questionnaire (CBPA)”, which was developed by Schembre et al. (2015) and was adapted to Turkish by Eskiler et al. (2016) to determine the participants’ attitudes towards physical activity; and the last scale is “the Self-Esteem Scale” by Rosenberg (1965) and adapted to Turkish by Çuhadaroğlu (1985) to determine the levels of self-esteem of the participants. The study data was analyzed by SPSS 25 package software. The obtained data were represented as values of frequency (f), percentage (%), average (x-), and standard deviation (±). Pearson Correlation analysis was applied in order to determine the effect of physical activity attitudes on self-esteem. The age average of the participants was determined to be 16,28 (±0,97). The gender distribution was 312 females and 314 males, and the number of those who were participating in licensed sports was 336, and that of those who were not was 290. It was determined that there was a positive correlation between the participants’ attitude towards physical activity and their self-esteem. In conclusion, a positive correlation was found between the attitude towards physical activity and self-esteem. In the study, it was suggested that the tendencies towards physical activity should be protected.

scholarly journals Burnout and coping strategies among future healthcare professionals: A structural equation modelling approach

2021 ◽  
pp. 94-94
Author(s):  
Sonja Ivancevic ◽  
Milica Maricic ◽  
Tatjana Ivanovic ◽  
Vesna Tepsic-Ostojic ◽  
Sanja Stosic
Keyword(s):  
High School ◽  
High School Students ◽  
Coping Strategies ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Male Students ◽  
School Students ◽  
Coping With Stress ◽  
Equation Modelling ◽  
The Relationship

Background/Aim. To reduce the risk of burnout development of medical professionals, it is important to identify the contributing factors as early as in their schooling years. The aim of this research is to propose a model that will determine the relationship between the coping strategies medical high school and medical faculty students use, and burnout. Methods. The cross-sectional study included 164 medical high school students (80.5% female and 19.5% male students) and 344 students of the University of Belgrade - Faculty of Medicine (76.9% female and 23.1% male students). The model exploring the relationship between coping strategies (measured by Brief COPE scale) and burnout (measured by CBI-S scale) was tested using structural equation modelling (SEM) analysis. Results. When coping with stress, medical high school students use Acceptance, Venting, Behavioural Disengagement, and Planning that increase their burnout, and they do not use any strategies that would help them reduce burnout. When coping with stress, medical faculty students use Planning, Acceptance, Humour, Venting, Behavioural Disengagement, Self-Blame, and Substance Use that increase their burnout and Positive Reframing which helps them reduce burnout. Conclusion. The results of this research show an evident lack of use of adaptive coping strategies with both groups of respondents. Proper education would help them replace these dysfunctional coping strategies with more constructive ones.

Associations of Physical Fitness and Academic Achievement Among Illinois High School Students

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Megan Marie Weemer ◽  
Olabode Ayodele
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Physical Fitness ◽  
Pearson Correlation ◽  
Positive Association ◽  
School Students ◽  
The Relationship

The health benefits of physical activity are empirically supported and well accepted. However, the relationship between physical activity, physical fitness, and academic performance remains to be clearly established. The purpose of this study was to identify the relationship between physical fitness and academic achievement among a sample of Illinois high school students. Analyses were based on the 2016–2017 school year Archival Fitnessgram physical fitness test scores and cumulative GPAs of ninth- through twelfth-grade students (N = 371). Pearson correlation assessed the relationship between physical fitness and academic performance. Multiple linear regression predicted students’ academic achievement. There was a positive association between total fitness and academic achievement, although not statistically significant, r (369) = .002, p = .49. The regression prediction model was statistically significant (p < .001) and accounted for approximately 25% of the variance in academic achievement (R2 = .256, adjusted R2 = .246). Academic achievement was predicted by total number of absences and gender, and to a lesser extent by socio­economic status, the curl-up, and ethnicity. The findings of this study suggest a positive association between physical fitness and academic achievement. These results are potentially relevant to the development of future education policies. Thus, policy makers, school administrators, and educators must use the knowledge gained in this study, along with existing research, as evidence to emphasize the importance of the fitness–academic link, to further support the need for quality physical education curriculum and mandated physical fitness testing.

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