上海市某区初一学生体力活动屏幕时长与情绪行为问题的关联

尹灿灿; 罗春燕; 严琼; 祁月; 乐贵珍

doi:10.16835/j.cnki.1000-9817.2025078

上海市某区初一学生体力活动屏幕时长与情绪行为问题的关联

doi: 10.16835/j.cnki.1000-9817.2025078

上海市疾病预防控制中心儿童青少年健康所，200336

基金项目:

上海市第六轮公共卫生三年行动计划重点学科项目(2023—2025年) GWVI-11.1-31

详细信息

作者简介:
尹灿灿(1996-)，女，安徽淮南人，硕士，医师，主要从事学校卫生工作

通讯作者:
罗春燕，E-mail: luochunyan@scdc.sh.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G806 G444
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- 被引次数: 0
出版历程
- 收稿日期: 2024-11-12
- 修回日期: 2025-01-02
- 网络出版日期: 2025-04-03
- 刊出日期: 2025-03-25

Association of physical activity and screen time with emotional and behavioral problems among first-year middle school students in one district of Shanghai

Institute of Child and Adolescent Health, Shanghai Municipal Center for Disease Control and Prevention, Shanghai (200336), China

摘要

摘要: 目的了解中高等强度体力活动(MVPA)、屏幕时长(ST)与初中生情绪与行为问题的关联，为改善青少年心理健康水平提供依据。方法于2023年9月19日—10月18日，随机整群抽取上海市金山区4所公办初中，以779名初一年级学生为调查对象，填写长处与困难问卷(SDQ)并调查其体力活动和屏幕时长，使用二分类Logistic回归分析学生MVPA、ST与不同维度情绪行为问题的关联。结果平均每天MVPA＜60 min的学生占82.4%，平均每天屏幕时长＞2 h的学生占29.5%。学生SDQ各维度异常率为6.8%~19.3%，以品行问题异常率最高。二分类Logistic回归分析结果显示，相比于高水平MVPA者，低水平MVPA的学生在亲社会行为方面发生问题的风险增加[OR值(95%CI)=2.16(1.37~3.41)]；与低水平ST相比，高水平ST的学生在情绪症状、品行问题和同伴交往方面出现问题的风险均增加[OR值(95%CI)分别为2.00(1.25~3.22)，2.00(1.41~2.84)，1.69(1.22~2.33)]；与高MVPA低ST者相比，低MVPA和高ST的学生在品行问题、亲社会行为及困难总分的问题的发生风险均增加[OR值(95%CI)分别为1.92(1.13~3.23)，2.73(1.56~4.77)，2.07(1.19~3.60)](P值均 < 0.05)。结论体力活动和屏幕时长与初中生的情绪行为问题均有关，同时存在体力活动时长不足且屏幕时长过高可能会增加情绪行为问题的发生风险。可对初中生的体力活动和屏幕时长进行干预，以促进心理健康发展。
- 运动活动 /
- 注视，眼 /
- 时长 /
- 情绪 /
- 精神卫生 /
- 学生
Abstract: Objective To investigate the association of moderate to vigorous intensity physical activity (MVPA) and screen time (ST) with emotional and behavioral problems in middle school students, so as to provide a basis for improving the mental health level of adolescents. Methods Four public junior high schools in Jinshan District, Shanghai were selected by random cluster method from September 19 to October 18, 2023, with 779 first-grade students included. Strengths and Difficulties Questionnaire (SDQ), as well as physical activity and screen time were collected. Binary Logistic regression analysis was used to investigate the association between MVPA, ST and different dimensions of emotional and behavioral problems. Results Students with MVPA < 60 min/d accounted for 82.4%, and with ST>2 h/d accounted for 29.5%. The abnormal rate of SDQ dimensions among students ranged from 6.8% to 19.3%, with the highest abnormal rate observed in behavioral problems. The results of binary Logistic regression analysis showed that, compared with high level of MVPA, students with low level of MVPA had a significantly increased risk of developing problems in prosocial behavior [OR(95%CI)=2.16(1.37-3.41), P < 0.05]. Compared with low-level ST, students with high-level had an increased risk of experiencing emotional symptoms, behavioral problems and peer interaction problems [OR(95%CI)=2.00(1.25-3.22), 2.00(1.41-2.84), and 1.69(1.22-2.33), P < 0.05]. Compared with high MVPA and low ST, students with low MVPA and high ST had an increased risk of developing problems in the dimensions of conduct problems, prosocial behavior, and overall difficulty score [OR(95%CI)=1.92(1.13-3.23), 2.73(1.56-4.77), and 2.07(1.19-3.60), P < 0.05]. Conclusions Physical activity and screen time are related to emotional and behavioral problems in middle school students. Insufficient physical activity time and excessive screen time might increase the risk of emotional and behavioral problems. Interventions can be administered on physical activity and screen time among adolescents to promote their mental health.
- Motor activity /
- Fixation, ocular /
- Time /
- Emotions /
- Mental health /
- Students
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表 1 不同水平体力活动和屏幕时长初中生情绪行为问题检出率比较

Table 1. Comparison of emotional and behavioral problems among middle school students at different levels of physical activity and screen time

因素	分组	人数	统计值	情绪症状	品行问题	多动障碍	同伴交往	亲社会行为	困难总分
体力活动	低水平	642		76(11.8)	182(28.3)	97(15.1)	316(49.2)	224(34.9)	173(26.9)
	高水平	137		22(16.1)	37(27.0)	19(13.9)	66(48.2)	28(20.4)	36(26.3)
			χ²值	1.83	0.10	0.14	0.05	10.78	0.03
			P值	0.18	0.75	0.71	0.82	< 0.01	0.87
屏幕时长	低水平	549		58(10.6)	131(23.9)	73(13.3)	248(45.2)	169(30.8)	126(23.0)
	高水平	230		40(17.4)	88(38.3)	43(18.7)	134(58.3)	83(36.1)	83(36.1)
			χ²值	6.87	16.63	3.73	11.11	2.08	14.25
			P值	0.01	< 0.01	0.05	< 0.01	0.15	< 0.01
合计		779		98(12.6)	219(28.1)	116(14.9)	382(49.0)	252(32.3)	209(26.8)
注： ()内数字为检出率/%。

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表 2 初中生体力活动、ST与情绪行为问题的Logistic回归分析[OR值(95%CI)，n=779]

Table 2. Logistic regression analysis of physical activity, screen time and emotional behavioral problems among middle school students[OR(95%CI), n=779]

自变量	分组	情绪症状	品行问题	多动障碍	同伴交往	亲社会行为	困难总分
屏幕时长	低水平	1.00	1.00	1.00	1.00	1.00	1.00
	高水平	2.00(1.25~3.22)^**	2.00(1.41~2.84)^**	1.50(0.97~2.33)	1.69(1.22~2.33)^**	1.20(0.85~1.68)	1.93(1.35~2.76)^**
体力活动	高水平	1.00	1.00	1.00	1.00	1.00	1.00
	低水平	0.68(0.39~1.18)	0.98(0.64~1.52)	1.14(0.65~1.99)	0.97(0.66~1.41)	2.16(1.37~3.41)^**	0.98(0.63~1.53)
联合暴露	高MVPA低ST	1.00	1.00	1.00	1.00	1.00	1.00
	高MVPA高ST	3.19(0.99~10.28)	1.58(0.57~4.44)	4.05(1.27~12.90)^*	1.25(0.48~3.22)	1.88(0.65~5.51)	3.90(1.42~10.72)^**
	低MVPA低ST	0.78(0.41~1.50)	0.93(0.57~1.51)	1.52(0.78~2.95)	0.91(0.60~1.38)	2.38(1.42~3.98)^**	1.17(0.70~1.96)
	低MVPA高ST	1.44(0.72~2.89)	1.92(1.13~3.23)^*	1.98(0.97~4.06)	1.59(0.99~2.55)	2.73(1.56~4.77)^**	2.07(1.19~3.60)^*
注： ^P < 0.05，^*P < 0.01。

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