屏前静坐行为与学龄儿童认知灵活性的关系

Relationship between screen-based sedentary behaviour and cognitive flexibility in school-age children

选取河南省320名学龄儿童为研究对象,采用儿童青少年静坐行为问卷和体力活动问卷调查其屏前静坐行为和体力活动,并运用More-odd shifting任务评估认知灵活性,探讨屏前静坐行为与学龄儿童认知灵活性的关系,以及体力活动在两者关系间的中介作用。结果表明:(1)屏前静坐行为与认知灵活性存在显著负向关联;(2)屏前静坐行为通过体力活动影响认知灵活性的间接效应为-0.0017,其95%置信区间为[-0.0049,-0.0001]且不包含零,体力活动在屏前静坐行为与学龄儿童认知灵活性之间存在部分中介作用;(3)各组在转换正确率和不转换正确率方面的差异具有统计学意义,体力活动水平较高的学龄儿童在认知灵活性方面显著优于体力活动水平较低儿童,且屏前静坐行为对认知灵活性的不利影响在体力活动水平较低的学龄儿童群体中更为明显。

The study selected 320 school-age children in Henan,measured their screen-based sedentary behaviour and physical activity by the adolescent sedentary activity questionnaire and physical activity questionnaire respectively,and evaluated their cognitive flexibility by the more-odd shifting task to investigate the relationships between screen-based sedentary behaviour and cognitive flexibility and the mediating role of physical activity between them in school-age children.The results showed that:(1)The screen-based sedentary behaviour has a significant negative relation with cognitive flexibility;(2)The indirect effect of screen-based sedentary behaviour impacted the cognitive flexibility by physical activity was-0.0017(95%CI:-0.0049,-0.0001),confirming that physical activity mediated partly the relationship between screen-based sedentary behaviour and cognitive flexibility;(3)There were significant group differences in the accuracy of both conditions.The cognitive flexibility of school-age children with high-level physical activity was significantly better than that of school-age children with low-level physical activity,and excessive screen-based sedentary behaviour have a more obvious negative impact on the cognitive flexibility of school-age children with low-level physical activity.