小学生体力活动视屏时间和情绪行为问题的关系

桂曌环; 汪慧; 张婧姝; 陈亚军

doi:10.16835/j.cnki.1000-9817.2021.08.004

小学生体力活动视屏时间和情绪行为问题的关系

doi: 10.16835/j.cnki.1000-9817.2021.08.004

中山大学公共卫生学院妇幼卫生学系，广东广州 510080

基金项目:

国家自然科学基金项目 81673193

详细信息

作者简介:
桂曌环(1991-)，女，安徽芜湖人，在读博士，主要研究方向为视屏时间和儿童心理行为

通讯作者:
陈亚军，E-mail：chenyj68@mail.sysu.edu.cn

中图分类号: R179 G478 G444
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- 被引次数: 0
出版历程
- 收稿日期: 2020-11-19
- 修回日期: 2020-12-26
- 网络出版日期: 2021-08-20
- 刊出日期: 2021-08-25

Associations of physical activity and screen time with emotional and behavioral problems in children

Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou(510080), China

摘要

摘要: 目的探讨中高等强度体力活动(moderate-to-vigorous intensity physical activity, MVPA)、视屏时间(screen time, ST)和儿童情绪与行为问题的关联，为筛查学龄儿童心理问题和制定相关干预措施提供参考。方法采用分层整群随机抽样，于2017年3月在广州市5个区各抽取1所小学，纳入4 922名6~12岁小学生。问卷收集学生的社会人口学信息、MVPA、ST和情绪行为问题。采用广义线性混合回归模型分析MVPA、ST和情绪行为问题的关系。结果平均每天MVPA≥60 min的学生占37.5%，平均每天ST≤2 h的学生占87.7%。与低水平MVPA组(< 60 min/d)相比，高水平MVPA组(≥60 min/d)学生在多动行为、同伴交往和困难总分较低，亲社会行为得分较高(t值分别为2.80，2.47，2.56，-1.97，P值均 < 0.05)。与高水平ST组(>2 h/d)相比，低水平ST组(≤2 h/d)儿童在情绪症状、品行问题、多动行为、同伴交往和困难总分各维度得分较低，亲社会行为得分较高(t值分别为3.18，3.35，3.70，3.80，-3.21，4.97，P值均 < 0.05)。低水平MVPA和高水平ST的联合暴露会增加儿童品行问题(OR=1.45，95%CI=1.02~2.05)、同伴交往(OR=1.93，95%CI=1.11~3.36)、亲社会行为(OR=1.55，95%CI=1.08~2.23)和困难总分(OR=1.73，95%CI=1.12~2.68)发生风险。结论 MVPA和ST独立与儿童情绪和行为问题有关，且MVPA不足和ST较长的联合暴露可以增加儿童情绪与行为问题的发生风险。
- 运动活动 /
- 注视，眼 /
- 时间 /
- 情绪 /
- 回归分析 /
- 儿童
Abstract: Objective To investigate the associations of moderate-to-vigorous intensity physical activity (MVPA) and screen time (ST) with emotional and behavioral problems in children and to provide evidence for related intervention measures. Methods In March 2017, a total of 4 922 children aged 6-12 years from 5 primary schools in Guangzhou were enrolled using stratified random cluster sampling method. Questionnaires were used to assess children's socio-demographic information, MVPA, ST and emotional and behavioral problems. The associations of MVPA and ST with behavioral problems were explored by using generalized linear mixed models. Results Students with MVPA≥60 min per day accounted for 37.5%, and with ST≤2 h per day accounted for 87.7%. Children who were physically active showed lower scores for total difficulties, hyperactivity, and peer problems and higher score for prosocial than inactive peers(t=2.80, 2.47, 2.56, -1.97, all P < 0.05). Also, children who spent less than 2 h ST per day reported lower scores for total difficulties, emotional symptoms, conduct problems, hyperactivity, and peer problems and higher score for prosocial compared to those with high ST(t=3.18, 3.35, 3.70, 3.80, -3.21, 4.97, all P < 0.05). Children who met neither MVPA nor ST recommendations had significantly increased risks of total difficulties(OR=1.73, 95%CI=1.12-2.68), conduct problems(OR=1.45, 95%CI=1.02-2.05), peer problems(OR=1.93, 95%CI=1.11-3.36), and prosocial (OR=1.55, 95%CI=1.08-2.23) than those who met both. Conclusion MVPA and ST are independently related to children's emotional and behavioral problems, and the risks of emotional and behavioral problems increased in children with insufficient MVPA and longer ST.
- Motor activity /
- Fixation, ocular /
- Time /
- Emotions /
- Regresson analysis /
- Child

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表 1 不同性别学生MVPA与ST分布比较

Table 1. The distribution of MVPA and ST across sex of primary school students

性别	人数	MVPA/(min·d^-1)			ST/(h·d^-1)			MVPA和ST
性别	人数	60	≥60	χ²值	≤2	>2	χ²值	低水平MVPA 高水平ST	低水平MVPA 低水平ST	高水平MVPA 高水平ST	高水平MVPA 低水平ST	χ²值
男	2 663	1 574(59.1)	1 089(40.9)	34.0	2 311(86.8)	352(13.2)	8.8	192(7.2)	1 377(51.7)	152(5.7)	943(35.4)	45.3
女	2 259	1 500(66.4)	759(33.6)		2 006(88.8)	253(11.2)		142(6.3)	1 365(60.4)	109(4.8)	642(28.4)
合计	4 922	3 076(62.5)	1 846(37.5)		4 317(87.7)	605(12.3)		335(6.8)	2 742(55.7)	261(5.3)	1 585(32.2)
注：( )内数字为构成比/%。P值均 < 0.01。

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表 2 不同水平MVPA和ST小学生SDQ各维度得分比较(x±s)

Table 2. Scores of SDQ of primary school students by MVPA and ST categories(x±s)

变量	组别	人数	统计值	困难总分	情绪症状	品行问题	多动行为	同伴交往	亲社会行为
MVPA	< 60	3 076		9.87±0.24	1.82±0.08	1.76±0.07	4.06±0.09	2.24±0.05	7.08±0.11
/(min·d^-1)	≥60	1 846		9.45±0.25	1.71±0.08	1.80±0.08	3.85±0.09	2.12±0.06	7.21±0.11
			t值	2.56	1.91	-0.78	2.80	2.47	-1.97
			P值	0.01	0.06	0.44	0.01	0.01	0.05
ST	>2	605		10.28±0.30	1.90±0.10	1.90±0.09	4.16±0.12	2.33±0.08	6.98±0.13
/(h·d^-1)	≤2	4 317		9.04±0.22	1.62±0.07	1.66±0.07	3.75±0.08	2.03±0.04	7.31±0.10
			t值	4.97	3.18	3.35	3.70	3.80	-3.21
			P值	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01

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表 3 MVPA和ST联合暴露与小学生SDQ得分的关系[B值(B值95%CI)，n=4 922]

Table 3. Joint associations of MVPA and ST with scores of SDQ of primary school students[B(B 95%CI), n=4 922]

SDQ	高MVPA高ST	低MVPA低ST	低MVPA高ST
困难总分	1.46(0.71~2.21)^*	0.47(0.12~0.82)^*	1.56(0.90~2.22)^*
情绪症状	0.20(-0.06~0.47)	0.09(-0.03~0.22)	0.43(0.20~0.67)^*
品行问题	0.30(0.08~0.52)^*	-0.03(-0.13~0.08)	0.18(-0.02~0.37)
多动行为	0.57(0.24~0.89)^*	0.24(0.08~0.39)^*	0.53(0.24~0.81)^*
同伴交往	0.31(0.08~0.54)^*	0.13(0.02~0.24)^*	0.41(0.21~0.62)^*
亲社会行为	-0.30(-0.61~0.01)	-0.13(-0.27~0.02)	-0.49(-0.76~-0.21)^*
注：*P < 0.05。

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表 4 MVPA和ST联合暴露与小学生情绪与行为问题的关系[OR值(OR值95%CI)，n=4 922]

Table 4. Joint associations between MVPA and ST with emotion and behavioral problems of primary school students [OR(OR 95%CI), n=4 922]

SDQ	高MVPA高ST	低MVPA低ST	低MVPA高ST
困难总分	1.67(1.01~2.75)^*	1.20(0.92~1.56)	1.73(1.12~2.68)^*
情绪症状	1.14(0.69~1.89)	0.98(0.77~1.25)	1.48(0.98~2.24)
品行问题	1.44(0.97~2.14)	0.98(0.81~1.20)	1.45(1.02~2.05)^*
多动行为	1.27(0.74~2.20)	1.19(0.91~1.55)	1.15(0.70~1.87)
同伴交往	1.73(0.90~3.32)	1.19(0.83~1.71)	1.93(1.11~3.36)^*
亲社会行为	1.07(0.68~1.67)	1.15(0.93~1.41)	1.55(1.08~2.23)^*
注：*P < 0.05。

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