Psychological well-being related to screen time, physical activity after school, and weight status in Chilean schoolchildren

Abstract

Background: the relationship between physical activity (PA) patterns and mental health in children is receiving considerable attention. Aims: the aim of this study was to compare psychological well-being in groups of schoolchildren according to PA patterns and weight status, and to determinate the association between psychological well-being and both screen time and PA after school. Material and methods: in a cross-sectional sample of girls (n = 272, aged 11.93 +/- 0.94 years) and boys (n = 333, aged 12.09 +/- 1.00 years), we assessed body mass index (BMI), waist circumference and body fat. Self-esteem, body image dissatisfaction, depression, screen time, and after-school PA were also included. Results: according to PA patterns, there were significant differences between good PA and bad PA groups in self-esteem (p = 0.013) and depression (p = 0.035). BMI was associated with depression (beta: 0.36; 95% CI: 0.19, 0.53; p < 0.001). Screen time was positively associated with depression (beta: 0.88; 95% CI: 0.32, 1.44; p = 0.002) and inversely associated with self-esteem (beta: -1.12; 95% CI: -1.79, -0.45; p < 0.001). Finally, after-school PA had an inverse association with depression levels (beta: -0.55; 95% CI: 0.10, 1.00; p = 0.016). Conclusion: psychological well-being was associated with screen time, after-school PA and weight status in schoolchildren.

Background: the relationship between physical activity (PA) patterns and mental health in children is receiving considerable attention. Aims: the aim of this study was to compare psychological well-being in groups of schoolchildren according to PA patterns and weight status, and to determinate the association between psychological well-being and both screen time and PA after school. Material and methods: in a cross-sectional sample of girls (n = 272, aged 11.93 +/- 0.94 years) and boys (n = 333, aged 12.09 +/- 1.00 years), we assessed body mass index (BMI), waist circumference and body fat. Self-esteem, body image dissatisfaction, depression, screen time, and after-school PA were also included. Results: according to PA patterns, there were significant differences between good PA and bad PA groups in self-esteem (p = 0.013) and depression (p = 0.035). BMI was associated with depression (beta: 0.36; 95% CI: 0.19, 0.53; p < 0.001). Screen time was positively associated with depression (beta: 0.88; 95% CI: 0.32, 1.44; p = 0.002) and inversely associated with self-esteem (beta: -1.12; 95% CI: -1.79, -0.45; p < 0.001). Finally, after-school PA had an inverse association with depression levels (beta: -0.55; 95% CI: 0.10, 1.00; p = 0.016). Conclusion: psychological well-being was associated with screen time, after-school PA and weight status in schoolchildren.