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Influence of Sedentary Behavior on School Engagement Among Youth Aged 10 to 18 in Southern Spain

Author

Listed:
  • Pablo Ramírez-Espejo

    (Musical, Plastic and Corporal Expression Didactics Department, Faculty of Humanities and Educational Sciences, University of Jaén, 23071 Jaén, Spain)

  • Jose Luis Solas-Martínez

    (Musical, Plastic and Corporal Expression Didactics Department, Faculty of Humanities and Educational Sciences, University of Jaén, 23071 Jaén, Spain)

  • Rubén Roldán-Roldán

    (Musical, Plastic and Corporal Expression Didactics Department, Faculty of Humanities and Educational Sciences, University of Jaén, 23071 Jaén, Spain)

  • Alba Rusillo-Magdaleno

    (Musical, Plastic and Corporal Expression Didactics Department, Faculty of Humanities and Educational Sciences, University of Jaén, 23071 Jaén, Spain)

Abstract

The increasing prevalence of sedentary behavior among adolescents raises concerns about its impact on academic engagement. This study examines the association between negative and positive sedentary behavior and behavioral, emotional, and cognitive school engagement in adolescents. A total of 270 students aged 10 to 18 from southern Spain participated. Sedentary behavior was assessed via self-report, and school engagement was measured using the School Engagement Measure (SEM). ANCOVA and binary logistic regression were applied, adjusting for age, BMI, and maternal education level. The findings indicate that low negative sedentary behavior is associated with higher cognitive engagement ( p = 0.009), while high positive sedentary behavior correlates with greater behavioral ( p = 0.018) and cognitive engagement ( p = 0.008). Moreover, high negative sedentary behavior more than doubles the risk of low cognitive engagement, and low positive sedentary behavior significantly increases the likelihood of low behavioral and cognitive engagement. These results suggest that while some sedentary behaviors may hinder academic engagement, structured activities like reading and studying can positively contribute to school performance. Encouraging active learning strategies, structured study habits, and responsible screen use may help to maximize school engagement. Future research should explore longitudinal effects and intervention strategies to optimize adolescent learning and well-being.

Suggested Citation

  • Pablo Ramírez-Espejo & Jose Luis Solas-Martínez & Rubén Roldán-Roldán & Alba Rusillo-Magdaleno, 2025. "Influence of Sedentary Behavior on School Engagement Among Youth Aged 10 to 18 in Southern Spain," Societies, MDPI, vol. 15(4), pages 1-12, April.
    • Handle: RePEc:gam:jsoctx:v:15:y:2025:i:4:p:103-:d:1636383
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    References listed on IDEAS

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    1. Maria M. Ekblom & Örjan B. Ekblom & Mats Börjesson & Göran Bergström & Christina Jern & Anders Wallin, 2019. "Device-Measured Sedentary Behavior, Physical Activity and Aerobic Fitness Are Independent Correlates of Cognitive Performance in Healthy Middle-Aged Adults—Results from the SCAPIS Pilot Study," IJERPH, MDPI, vol. 16(24), pages 1-12, December.
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