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青少年螢幕式坐式行為使用時間與身體活動、心理社會適應與執行功能之相關性

The Relationship Between Screen based Sedentary Behavior, Physical Activity, Psychosocial Adaptation, and Executive Function in Adolescents

摘要


背景:青少年過多的螢幕式坐式行為使用時間對生理及心理健康影響甚大,值得注意。目的:探討青少年螢幕式坐式行為使用時間與身體活動、心理社會適應與執行功能之相關性。方法:採橫斷式研究設計,採方便取樣,針對北部某兩所市立國中學生進行調查。工具包括螢幕式坐式行為使用時間量表、網路使用行為量表、心理社會適應行為量表、身體活動量表及叫色測驗、記憶廣度測驗。資料分析以描述性統計呈現基本資料及各量表得分,並以t檢定、單因子變異數分析檢測不同基本屬性對螢幕式坐式行為時間之影響,皮爾森相關分析螢幕式坐式行為時間與身體活動、心理社會適應及執行功能之相關性。並以多元逐步迴歸分析影響螢幕式坐式行為使用時間之預測因子。結果:青少年螢幕式坐式行為使用總時間為298.8±194.3分鐘/天,平日為224.6±181.0分鐘/天,假日為484.3±287.8分鐘/天。青少年就讀年級愈低、身體質量指數愈高、父母離婚及父親低教育程度者,青少年螢幕式坐式行為使用時間顯著愈長。而年級、身體質量指數及網路成癮得分等為影響螢幕式坐式行為使用時間的預測因子。結論:本研究提供學校及家長了解青少年螢幕式坐式行為使用時間狀況,並期望未來能設計適當介入措施,以降低青少年螢幕式坐式使用行為對身心之影響。

並列摘要


Background: The long-term use of screen based sedentary behavior has a great influence on the physical and mental health of adolescents. Aim: The study aims to explore the relationship of screen based sedentary behavior and executive function in adolescents. Methods: This is a cross-sectional design using a convenience sampling to recruit samples from two junior high schools in northern Taipei. Instruments included Screen based Behavior Questionnaire, Chinese Internet Addiction Scale-revised, Psychosocial Adaptation Scale, Physical Activity Scale, Stroop Test, and Digit Span Test. Independent t-test and one way ANOVA analysis were used to analyze the influence of basic characteristics on the screen based sedentary behavior. Pearson's correlation was used to analysis the relationship between screen based sedentary behavior, physical activity, psychosocial adaptation, and executive function. Stepwise multiple regression analysis was used to identify the predictors of screen based sedentary behavior. Results: The results showed that the average time spent on the screen based sedentary behavior of adolescents was 298.8 ± 194.3 minutes/day. It was 224.6±181.0 minutes/day in working days, and 484.3±287.8 minutes/day in holiday. In the basic characteristic, a lower grade of adolescents, divorced parents, and parental education level significantly increased the screen based sedentary behavior. There were no significant differences in the spent time between different screen based sedentary behavior and physical activity, psychosocial adaptation and executive function of adolescents. The grade, BMI, and Internet addiction scores may be the main predictors of the time spent on screen based sedentary behavior. Conclusions: The results provide schools and parents to learn more about the effects of screen-based sedentary behavior on physical activity, psychosocial adaptation, and executive function in adolescents. In the future, appropriate intervention may hopefully reduce screen based sedentary behavior in adolescents.

參考文獻


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