江西省学生日常行为与学习成绩的关系

Daily behavior and self-perceived academic performance among students in Jiangxi Province

目的分析学生日常行为与自评学习成绩的关系,为促进青少年儿童养成健康行为提供理论依据。方法采取分层整群抽样的方法,抽取江西省6个县12所中小学共2 284名学生作为研究对象,收集在校学生过去7 d吃早餐天数、过去7 d体育活动(≥45 min)累计天数及过去7 d平均每天玩手机计算机时间,利用χ~2检验和有序多分类Logistic回归进行分析。结果所调查学生中自评学习成绩优秀或良好者1 374名(60.16%),及格者613名(26.84%),不及格者297名(13.00%)。小学、每天均吃早餐、平时在学校不玩手机计算机学生自评学习成绩较好(OR值分别为0.50,0.57,0.64,P值均<0.05),过去7 d体育活动(≥45 min)0 d/周学生自评成绩较差(OR=1.57,P<0.01)。67.43%的学生过去7 d每天均吃早餐,75.39%的学生平时在学校不玩手机计算机,40.89%的学生过去7 d体育活动(≥45 min)为0 d。结论不吃早餐会影响学生学习成绩,缺乏体育运动学生自评学习成绩较差,平时不玩手机计算机学生自评学习成绩较好。应从多方面入手干预学生危险行为,促进其养成健康行为习惯。

Objective To analyze the relationship between daily behavior and self-perceived academic performance among students in Jiangxi, and to provide a scientific basis for developing health behavior among adolescents and children. Methods By using stratified cluster sampling, 12 primary and secondary schools from six counties of Jiangxi Province were selected, and a total of 2 284 students were investigated with questions including breakfast consumption, number of days participating in sports activities(≥45 min) and the average screen time during the past 7 days. Regression analysis was carried out by using ordered multi-classification logistic. Results Of the 2 284 students surveyed, 1 374(60.16%) perceived their academic performance as very good or good, 613(26.84%) and 297(13.00%) perceived as moderate or poor. Primary school, having breakfast every day, not playing on mobile or computer during weekday was positively associated with higher self-perceived academic performance(OR=0.50, 0.57 and 0.64, respectively, P<0.05), no sports activities ≥45 min during the past 7 d was associated with poor(OR=1.57, P<0.01). Among the 2 284 students, 67.43% students ate breakfast every day in the past 7 d, 75.39% students did not play mobile phones or computers at school, 40.89% students did not participate in sports activities(≥45 min). Conclusion Breakfast skipping and insufficient physical exercise shows adverse effects, and no/limited screen time during weekdays shows positive effects on academic performance. Intervention of visky behaviors should to carried out from different perspectives to promote the develpment of the health habits among students.