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Do sleeping habits mediate the association between time spent on digital devices and school problems in adolescence
D. Husarova, L. Blinka, A. Madarasova Geckova, J. Sirucek, JP. van Dijk, SA. Reijneveld,
Language English Country England, Great Britain
Document type Journal Article, Research Support, Non-U.S. Gov't
NLK
Free Medical Journals
from 1996 to 1 year ago
PubMed Central
from 2008
Open Access Digital Library
from 1996-01-01
CINAHL Plus with Full Text (EBSCOhost)
from 2006-01-02
Oxford Journals Open Access Collection
from 1991-01-01
PubMed
29177445
DOI
10.1093/eurpub/ckx198
Knihovny.cz E-resources
- MeSH
- Time Factors MeSH
- Child MeSH
- Energy Drinks statistics & numerical data MeSH
- Internet statistics & numerical data MeSH
- Humans MeSH
- Adolescent MeSH
- Cross-Sectional Studies MeSH
- Risk Factors MeSH
- Sleep * MeSH
- Educational Status * MeSH
- Carbonated Beverages statistics & numerical data MeSH
- Video Games statistics & numerical data MeSH
- Habits * MeSH
- Check Tag
- Child MeSH
- Humans MeSH
- Adolescent MeSH
- Male MeSH
- Female MeSH
- Publication type
- Journal Article MeSH
- Research Support, Non-U.S. Gov't MeSH
- Geographicals
- Slovakia MeSH
Background: This study examined the associations of Internet and computer screen time with school difficulties and the role of sleep quality and soft and energy drinks consumption. Methods: We used data from the cross-sectional Health Behaviour in School-aged Children study collected in 2014 among Slovak adolescents (aged 11.0-15.9 years, N = 7595, 48.1% boys). We examined the inter-relations between time spent with on digital devices (time spent playing digital games or Internet use), sleeping quality (sleeping shortage, sleeping difficulties), soft/energy drinks consumption and school problems (low academic achievement, disliking school, being pressured by schoolwork and truancy), using structural equation modeling. Results: Results showed that the more time adolescents spent on digital devices during leisure time, the more school problems they had. This association was mediated by a higher consumption of soft or energy drinks and a lower quality of sleeping. The direct effect of time spent on digital devices on school problems and its indirect effect via sleeping quality were relatively small (-0.26 and -0.30, respectively, standardized solution), compared with the indirect effect of time spent on digital devices via soft/energy drinks consumption as well as sleeping quality (0.65, standardized solution). Conclusions: Time spent on digital devices is associated with school problems, with sleeping and soft/energy drinks consumption playing a substantial role in this association.
References provided by Crossref.org
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- $a Husarova, Daniela $u Department of Health Psychology, Faculty of Medicine, Pavol Jozef Safarik University, Kosice, Slovak Republic. Graduate School Kosice Institute for Society and Health, Faculty of Medicine, Pavol Jozef Safarik University, Kosice, Slovak Republic.
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- $a Do sleeping habits mediate the association between time spent on digital devices and school problems in adolescence / $c D. Husarova, L. Blinka, A. Madarasova Geckova, J. Sirucek, JP. van Dijk, SA. Reijneveld,
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- $a Background: This study examined the associations of Internet and computer screen time with school difficulties and the role of sleep quality and soft and energy drinks consumption. Methods: We used data from the cross-sectional Health Behaviour in School-aged Children study collected in 2014 among Slovak adolescents (aged 11.0-15.9 years, N = 7595, 48.1% boys). We examined the inter-relations between time spent with on digital devices (time spent playing digital games or Internet use), sleeping quality (sleeping shortage, sleeping difficulties), soft/energy drinks consumption and school problems (low academic achievement, disliking school, being pressured by schoolwork and truancy), using structural equation modeling. Results: Results showed that the more time adolescents spent on digital devices during leisure time, the more school problems they had. This association was mediated by a higher consumption of soft or energy drinks and a lower quality of sleeping. The direct effect of time spent on digital devices on school problems and its indirect effect via sleeping quality were relatively small (-0.26 and -0.30, respectively, standardized solution), compared with the indirect effect of time spent on digital devices via soft/energy drinks consumption as well as sleeping quality (0.65, standardized solution). Conclusions: Time spent on digital devices is associated with school problems, with sleeping and soft/energy drinks consumption playing a substantial role in this association.
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