Objectively measured and self-reported leisure-time sedentary behavior and academic performance in youth: The UP&DOWN Study

Abstract Objective To examine the associations of (i) objectively measured and self-reported sedentary behavior during leisure time with academic performance and (ii) patterns of sedentary behavior with academic performance. Methods This study was conducted with 1146 youth aged 12.5 ± 2.5 years in Spain during 2011–2012. Leisure-time sedentary behavior during out-of-school hours was assessed by accelerometry and self-report. Academic performance was assessed through school grades. Results Objectively measured sedentary leisure-time was not significantly associated with academic performance. Time spent in Internet surfing, listening to music, and sitting without doing anything were negatively associated with all academic performance indicators ( β ranging from − 0.066 to − 0.144; all p < 0.05). However, time spent in doing homework/study without computer and reading for fun were positively associated ( β ranging from 0.058 to 0.154; all p < 0.05). Five major sedentary patterns were identified. The “high social-low TV/video” and the “low studying-high TV/video” patterns were negatively associated with all academic indicators ( β ranging from − 0.085 to − 0.148; all p < 0.05). The “educational” pattern was positively associated with all academic indicators ( β ranging from 0.063 to 0.105; all p < 0.05). Conclusions Specific domains of self-reported sedentary behavior during leisure-time, but not objectively measured sedentary leisure time, may influence academic performance.