An Investigation on the Effect of Physical Activity on Sleep Quality, Positive and Negative Emotion, Classroom Concentration and Academic Achievement: A Case Study from a Taipei High School
This study proposes two models to examine the effects of moderate-to-vigorous physical activities and sedentary behavior on sleep quality, positive and negative emotion, classroom concentration, and academic achievement. Participants were selected, through purposive sampling, from first-year high school students from three high schools in Taipei (265 students for developing model 1 and 546 students for developing model 2). LISREL 8.8 was used for statistical analysis of the two models, which demonstrated good fit with the empirical data. Results for the first model: (1) longer durations of moderate-to-vigorous physical activity is associated with better sleep quality and lower levels of negative emotion; (2) lower levels of sleep quality are associated with lower levels of positive emotion, higher levels of negative emotion, and poor classroom concentration; (3) higher levels of positive emotion are associated with better classroom concentration; (4) higher levels of classroom concentration are associated with better academic achievement. Results for the second model are as follows: (1) longer durations of sedentary behavior are associated with lower sleep quality and higher levels of negative emotion; (2) lower levels of sleep quality are associated with lower levels of positive emotion, higher levels of negative emotion, and poor classroom concentration; (3) higher levels of positive emotion are associated with better classroom concentration; and (4) higher levels of classroom concentration are associated with better academic achievement. Based on the above findings, this study concludes that the level of physical activity, moderate-to-vigorous or sedentary, has a direct influence on sleep quality and positive emotion. Moreover, sedentary behavior has a more significant and negative indirect effect on positive emotion, classroom concentration, and academic achievement than moderate-to-vigorous physical activity. Finally, four recommendations are provided: (1) larger samples should be used to evaluate the validity of the model; (2) a mediated-effects model should tested; (3) efforts should be made to reduce the time of students’ sedentary inactivity; and (4) health education curriculum should emphasize the importance of sleep and positive emotion.
|關鍵詞||情緒、身體活動、睡眠品質、課室專注力、學業成就、emotion、physical activity、sleep quality、classroom concentration、academic achievement|