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An Explanatory Model of the Relationships between Physical Activity, Social Support and Screen Time among Adolescents

Author

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  • Daniel Sanz-Martín

    (Faculty of Humanities and Social Sciences, Isabel I University, 09003 Burgos, Spain)

  • Eduardo Melguizo-Ibáñez

    (Department of Didactics Musical, Plastic and Corporal Expression, Faculty of Education Science, University of Granada, 18071 Granada, Spain)

  • Germán Ruiz-Tendero

    (Department of Languages, Arts and Physical Education Teaching, Faculty of Education, Complutense University of Madrid, 28040 Madrid, Spain)

  • José Luis Ubago-Jiménez

    (Department of Didactics Musical, Plastic and Corporal Expression, Faculty of Education Science, University of Granada, 18071 Granada, Spain)

Abstract

Effective physical activity studies are necessary to understand how factors involved in physical activity mediate behaviour. Therefore, more reliable explanatory models can be generated in order to design effective actions to promote physical activity. The study had two aims: (1) to develop an explanatory model to identify and establish the relationships between physical activity, social support and screen time among adolescents; and (2) to contrast the explanatory structural model by means of a multi-group analysis according to sex. The study design was cross-sectional with descriptive and correlational analysis. The research was carried out with a representative sample of adolescents from the province of Soria (mean age 14.06 ± 1.27 years). The instruments used were: Four by One-Day Physical Activity Questionnaire, Parent Support Scale and Peer Support Scale. The results show that social support had a negative relationship with screen time (r = −0.178; p ≤ 0.001); males had a positive relationship between physical activity and screen time (r = 0.118; p ≤ 0.05); and peer support had more influence on social support than parental support. In conclusion, the proposed model was effective in triangulating the relationships between physical activity, social support and screen time in a novel way, while allowing us to discriminate these results according to participants’ sex.

Suggested Citation

  • Daniel Sanz-Martín & Eduardo Melguizo-Ibáñez & Germán Ruiz-Tendero & José Luis Ubago-Jiménez, 2022. "An Explanatory Model of the Relationships between Physical Activity, Social Support and Screen Time among Adolescents," IJERPH, MDPI, vol. 19(12), pages 1-12, June.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:12:p:7463-:d:841646
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    References listed on IDEAS

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    1. Stefanie Braig & Jon Genuneit & Viola Walter & Stephanie Brandt & Martin Wabitsch & Lutz Goldbeck & Hermann Brenner & Dietrich Rothenbacher, 2018. "Screen Time, Physical Activity and Self-Esteem in Children: The Ulm Birth Cohort Study," IJERPH, MDPI, vol. 15(6), pages 1-12, June.
    2. Ann Vandendriessche & Ariane Ghekiere & Jelle Van Cauwenberg & Bart De Clercq & Karlien Dhondt & Ann DeSmet & Jorma Tynjälä & Maïté Verloigne & Benedicte Deforche, 2019. "Does Sleep Mediate the Association between School Pressure, Physical Activity, Screen Time, and Psychological Symptoms in Early Adolescents? A 12-Country Study," IJERPH, MDPI, vol. 16(6), pages 1-15, March.
    3. Alberto Maydeu-Olivares, 2017. "Assessing the Size of Model Misfit in Structural Equation Models," Psychometrika, Springer;The Psychometric Society, vol. 82(3), pages 533-558, September.
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    Cited by:

    1. Eduardo Melguizo-Ibáñez & Félix Zurita-Ortega & Gabriel González-Valero & Pilar Puertas-Molero & Georgian Badicu & Gianpiero Greco & Stefania Cataldi & Francesco Fischetti, 2022. "Alcohol, Tobacco and Cannabis Consumption on Physical Activity and Physical and Social Self-Concept in Secondary School Students: An Explanatory Model Regarding Gender," IJERPH, MDPI, vol. 19(16), pages 1-14, August.
    2. Daniel Sanz-Martín & Félix Zurita-Ortega & Germán Ruiz-Tendero & José Luis Ubago-Jiménez, 2023. "Moderate–Vigorous Physical Activity, Screen Time and Sleep Time Profiles: A Cluster Analysis in Spanish Adolescents," IJERPH, MDPI, vol. 20(3), pages 1-13, January.

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