Sedentary time among undergraduate students: A systematic review

A Qualitative Investigation of University Student's Perceptions of Health Behaviours and Associations With Educational Outcomes Through the Lens of the WHO Framework on Health Behaviours and Educational Outcomes

ISSUE ADDRESSED

Informed by the World Health Organisation's (WHO) framework on health behaviours and educational outcomes (EO), this study examined university students' perceptions about factors influencing their health behaviours and relationships between health behaviours and EO.

METHODS

Data collection involved 12 semi-structured focus groups with 37 domestic and international undergraduate students (32 females; mean age = 20.3 ± 3.43 years) studying in various academic years and programs at the main campus of The University of Queensland. Data analysis included an initial inductive thematic analysis to develop themes, followed by a deductive thematic analysis to map the identified themes onto the WHO framework.

RESULTS

Several themes were identified regarding students' health behaviours, including factors at the micro (knowledge and skills; personal attributes; socio-demographic characteristics; time), meso (geographic location; university; social influences), and macro (COVID-19 related policies and restrictions) levels. Two themes were identified relating to students' perceptions of the relationships between health behaviours and EO (relationships with short-term EO; elements mediating this relationship), with most relevant discussions centred around sleep.

CONCLUSIONS

Findings suggest that to optimise university students' health and EO, strategies should target multiple health behaviours and address multiple levels of influence. Interventions focused on time management skills and understanding sedentary behaviour may be particularly useful for this population. SO WHAT?: University students' health behaviours should be addressed with consideration of the educational context and use of contextually relevant frameworks. Promotion efforts should prioritise strategies that address multiple levels of influence, which may result in positive outcomes across multiple health behaviours and EO.

Sedentary behaviors negatively related to depressive symptoms in college students: The roles of type and duration of sedentary behaviors

OBJECTIVE

This study aimed to examine the associations of different types and duration with sedentary behaviors and depressive symptoms among college students.

METHODS

A cross-sectional study was conducted at a university in Shanghai, China, utilizing convenience sampling to recruit 3,190 participants (mean age 20.06 ± 1.23 years). Sedentary behaviors were self-reported using a structured questionnaire detailing the average daily time spent in different types of sedentary behaviors. Depressive symptoms were assessed using the Center for Epidemiological Studies Depression Scale (CESD-10). Linear regression models were conducted to analyze the associations between sedentary behaviors and depressive symptoms with adjustment for relevant covariates.

RESULTS

Recreational screen-based sedentary behaviors were significantly associated with higher depressive symptom scores on both weekdays (B = 0.523, 95 % CI= 0.409 to 0.637, p < 0.001) and weekends (B = 0.313, 95 % CI= 0.221 to 0.406, p < 0.001). Study-related sedentary behaviors showed no significant association on weekdays (p > 0.05), but were significantly associated with depressive symptoms on weekends (B = 0.084, 95 % CI= 0.017 to 0.151, p < 0.05). Other types of sedentary behaviors (e.g., commuting and eating) also showed a positive association with depression scores on both weekdays and weekends (p < 0.05). Longer durations of recreational screen-based and study-related sedentary behaviors were associated with higher depressive symptom scores (both p < 0.05).

CONCLUSION

The study suggests that the associations between sedentary behaviors and depressive symptoms vary by the type and context of sedentary behavior. Additionally, the duration of each sedentary behavior bout is a significant influencing factor.

Strategies and barriers to implementing physically active teaching in universities from the perspective of lecturers: a qualitative study

BACKGROUND

University students accumulate lots of sedentary time without interrupting and comprehensive approaches to reduce time spent sedentary are lacking. The implementation of physically active university teaching needs practicable approaches and the support by lecturers. However, there is little research on which physically activating strategies lecturers actually use and what barriers they become aware to implement these. This exploratory, qualitative study aims to identify physically activating strategies as well as barriers for reducing sitting time and physically active university teaching from the perspective of lecturers.

METHODS

We conducted semi-structured interviews with 16 lecturers to explore potential physically activating strategies in university teaching, assess their degree of utilization, and identify barriers to implementation. The data were analysed by a structured content analysis of the interview transcripts using MAXQDA 2020 software.

RESULTS

Physically activating strategies are hardly known among university lecturers and are seldomly used on a regular and conscious basis. We identified two types of strategies with physically activating measures and teaching methods. Lecturers highlighted two specific types of physically activating measures: physical activity breaks and the use of physically activating furniture. All together, we identified 18 distinct teaching methods (e.g. group work, gallery walk) that integrate learning processes with physical activity in a pedagogical-didactic manner. The main barriers to implementation identified were lack of space, lack of time, students' unwillingness to move; organizational social norms, and lecturers' uncertainty about how to implement these strategies effectively.

CONCLUSIONS

University lecturers are generally unfamiliar with and rarely use physically activating strategies to reduce sedentary behavior in students. However, lecturers identified 18 potential teaching methods that integrate physical activity with pedagogical-didactic principles, offering a new approach to physically active university teaching. These methods present an untapped potential for the low-threshold integration of physical activity and breaks from sitting into university teaching, aligning with "stealth health" strategies that incidentally promote health while assuring a "high-quality education" as the core concern of higher education teaching. Understanding and addressing the barriers to implementation, such as lack of space, time, social and organizational norms, is crucial for the effective planning and implementation of interventions.

The relationship between resilience and mental health of undergraduate students: A scoping review

OBJECTIVE

The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs, globally.

METHODS

Five electronic databases were searched, yielding a total of 1,498 articles that were screened independently by two researchers. Thirteen articles were eligible for inclusion.

RESULTS

The mental health of undergraduate students in the studies reviewed ranged from low to moderate. Undergraduate students also reported high, moderate, and low levels of resilience. Further, resilience was positively correlated with mental well-being.

CONCLUSION

Findings revealed that the mental health of undergraduate students was poor. Given the established relationship between students' mental health and resilience, evidence-based approaches aimed at strengthening students' resilience, such as providing opportunities for social support, are warranted in order to improve students' mental health. Additional research to rigorously assess this relationship in representative student populations is needed.

Understanding university students' experiences of sitting while studying at home: A qualitative study

University students are typically highly sedentary, which is associated with adverse physical and mental health outcomes. Attempts to understand university students' sedentary behaviour have typically focused on on-campus teaching and learning activities. While such research has documented that students perceive studying as one of the main barriers to reducing sedentary behaviour, there is little understanding of how and why studying incurs sitting, especially during home-based studying. We investigated how students' experience sitting when studying at home. Fourteen UK undergraduates (10 female; mean age = 20 years) participated in semi-structured interviews that explored their experiences, beliefs, and attitudes regarding sitting while studying at home. Data were analysed using Reflexive Thematic Analysis. Four themes were constructed, focusing on knowledge and attitudes towards sitting, prioritisation of study tasks, sitting as an integral part of the study environment, and sitting as part of the optimal mental 'zone'. Whilst participants demonstrated awareness of the potential health risks associated with prolonged sitting they prioritised productivity when studying at home and believed that interrupting their sitting would compromise productivity, making home-based studying particularly conducive to sedentary behaviour. These findings suggest that intervention designers should more explicitly consider the home environment when aiming to reduce student sedentary behaviour and should seek to reduce sitting in a way that promotes, or at least does not interfere with, productivity.

Breaking sedentary behavior among university students: the interest of incorporating cycling desks concurrently with an academic task at light intensity

Introduction: University students experience ≈ 9 h of sitting/day, which may support interventions like active desks. Participants: University students (n = 24) Method: Randomized crossover trial aimed to compare effects of sitting (SED), low and moderate-intensity cycling desks (CDLPA; CDMPA) concurrent to an academic task (30-minute video + written exam). Selective visual attention (Tobii Glasses 2) was measured throughout the intervention, and workload (NASA-TLX) and anxiety (POMS-SF) were assessed before and after the video and post-exam. Results: In this pilot study, the exam scores were lower for CDMPA compared to CDLPA (p = 0.009). During the video, selective visual attention was lower for CDMPA compared to SED and CDMPA compared to CDLPA (both p < 0.001). After the video, the perceived workload was higher with CDMPA, compared to SED and CDLPA (both p < 0.001). Anxiety increased throughout the experiment, regardless of the conditions (p = 0.015). Conclusion: CPLPA may be prioritized to increase physical activity levels without hindering learning processes.

Encouraging movement opportunities through theory-informed video education among undergraduate students: the MOVE study

Objective: To explore the impact of a theory-informed educational video on undergraduates': motivational readiness, self-efficacy, and decisional balance about changing sedentary time; sedentary time; and perceptions of sedentarism over time and compared to a control. Participants: Undergraduates (N = 160) from a Canadian institution. Methods: A single-blind randomized controlled trial using an intervention (sedentary video) and control (sleep video) group. Participants completed two validated questionnaires at baseline, immediate post-intervention, and one-month follow-up plus open-ended questions. Linear mixed models and content analysis were used. Results: No significant differences were observed between groups. Increases in self-efficacy (p = .016; d = 0.27) and decisional balance (p = .008; d = 0.31) were observed within intervention participants from baseline to post-intervention, and decreases in sedentary time at post-intervention (p = .032; d = -0.40) and follow-up (p = .006; d = -0.46). Conclusions: This theory-informed sedentary time video shows promise regarding undergraduates' sedentarism.

To move or not to move while on campus: Examining the influence of others

OBJECTIVE

To examine the influence of dynamic and trending descriptive norms on increasing physical activity and decreasing the sedentary behaviors of university students while on campus.

PARTICIPANTS

One-hundred fifty-six university students from a Canadian university completed this study.

METHODS

Participants were randomly assigned to receive one of four online messages containing normative information about the on-campus behavior of university students. On-campus physical activity and sedentary behavior were measured pre- and post-message.

RESULTS

The results revealed that students exposed to the trending norm reported a greater decrease in sedentary behavior than students in the control condition, p = .007.

CONCLUSION

Results provide preliminary experimental evidence that trending norm messages may serve to decrease the sedentary behavior of students while on campus.

Are Tertiary Institutions Losing Sight of Their Duty to Cura Personalis?

Purpose: Physical education requirements (PERs) have been suggested as a potential solution for increasing physical activity (PA) among undergraduate students, specifically for the inactive who face the greatest barriers to PA. In 2010, among a nationally-representative, random sample of tertiary institutions in the U.S. only 39% had PERs as part of their general education curriculum. But, being a decade old, this data may be outdated. The aim of this study was to examine the current status of PERs in U.S. tertiary institutions and to explore what institutional characteristics are associated with having a PER. Methods: Academic catalogs of a nationally representative, random sample of 331 institutions were searched for PER information. Results: The majority of U.S. tertiary institutions did not mandate physical education (PE) courses (56.2%), whereas 31.7% fully and 12% partially required their undergraduate students to complete a PE course to graduate. The characteristics most associated with an institution having a PER included being private, having a small enrollment size, having an academic degree program related to the field, having both activity and conceptual components, being <3 credit hours, offering an elective program in physical activity education, and being located in the south. Conclusion: Future work is needed to identify important elements of PER courses, reasons why PERs are sustained by some institutions versus others, and to establish practical guidelines regarding best practices for quality PER courses. More direct action within the discipline of kinesiology is needed to underscore the importance and need of PERs at the tertiary level.

Effects of self-affirmation on university students' processing of health risk messages related to sedentary behavior

OBJECTIVE

Examine effects of self-affirmation on university students' processing of health risk messages related to sedentary behavior.

PARTICIPANTS

Eighty-eight students from a Canadian university (females = 53; males = 35; Mage = 21.74, SD = 5.36) participated during the 2018-2019 academic year.

METHODS

Participants were randomized to a self-affirmation (n = 43) or control group (n = 45), watched a video conveying sedentary behavior risk messages, and completed measures of acceptance, derogation, risk perceptions, negative affect, and intentions. A one-way between-groups multivariate analysis of variance (MANOVA) examined effects of condition on the combined set of outcome variables.

RESULTS

Self-affirmation had no observable effect on any outcome variables.

CONCLUSION

Self-affirmation did not appear to impact students' reactions to sedentary behavior risk messages. Given the lack of a manipulation check, however, this finding must be interpreted with caution. The Trigger and Channel framework offers a useful account of factors that influence self-affirmation effects. Implications and future research directions are discussed.

Videos using different message strategies to promote the interruption of sedentary behavior in university students during online lectures - A pilot study

Background

Sedentary behavior (SB) is highly prevalent among university students and has increased during COVID-19 pandemic. As SB is associated with negative health outcomes, appropriate prevention measures in the university setting are needed.

Objective

This pilot study aimed at investigating the effects of videos using different message strategies to interrupt SB in the collective of university students during online lectures.

Methods

During online lectures, university students (N = 96) were shown one of three videos on the interruption of SB. The videos differed in their message strategies with regard to evidence type (statistical vs. narrative) and vividness (static vs. animated images). Demographics, health variables (SB intentions, SB attitudes) and selected media reception variables (identification, homophily, counterarguing) were examined as possible influence factors on the interruption of SB evoked by watching the video.

Results

Approximately half of the students interrupted sedentary behavior during watching the videos and students of the older age group (cut-off: median = 22 years) interrupted SB significantly more often (p = 0.046). The interruption of SB was predicted by SB intentions (p < 0.05). Identification with characters significantly predicted the intentions to reduce SB (p < 0.001), with a large effect of the overall regression model (R2corr = 0.47).

Conclusion

Considering the increased digitalization in general and restrictions due to COVID-19 pandemic, videos seem to be a useful tool to interrupt SB among university students during online lectures. Narrative formats could facilitate the intention to reduce SB, which in turn could have a positive impact on the interruption of SB. However, further research on effective communication and message strategies is needed.

Use of Electronic Ecological Momentary Assessment Methodologies in Physical Activity, Sedentary Behavior, and Sleep Research in Young Adults: Systematic Review

BACKGROUND

Recent technological advances allow for the repeated sampling of real-time data in natural settings using electronic ecological momentary assessment (eEMA). These advances are particularly meaningful for investigating physical activity, sedentary behavior, and sleep in young adults who are in a critical life stage for the development of healthy lifestyle behaviors.

OBJECTIVE

This study aims to describe the use of eEMA methodologies in physical activity, sedentary behavior, and sleep research in young adults.

METHODS

The PubMed, CINAHL, PsycINFO, Embase, and Web of Science electronic databases were searched through August 2022. Inclusion criteria were use of eEMA; sample of young adults aged 18 to 25 years; at least 1 measurement of physical activity, sedentary behavior, or sleep; English language; and a peer-reviewed report of original research. Study reports were excluded if they were abstracts, protocols, or reviews. The risk of bias assessment was conducted using the National Heart, Lung, and Blood Institute's Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies. Screening, data extraction, and risk of bias assessments were conducted by independent authors, with discrepancies resolved by consensus. Descriptive statistics and narrative synthesis were used to identify overarching patterns within the following categories guided by the Checklist for Reporting Ecological Momentary Assessments Studies: study characteristics, outcomes and measures, eEMA procedures, and compliance.

RESULTS

The search resulted in 1221 citations with a final sample of 37 reports describing 35 unique studies. Most reports (28/37, 76%) were published in the last 5 years (2017-2022), used observational designs (35/37, 95%), consisted of samples of college students or apprentices (28/35, 80%), and were conducted in the United States (22/37, 60%). The sample sizes ranged from 14 to 1584 young adults. Physical activity was measured more frequently (28/37, 76%) than sleep (16/37, 43%) or sedentary behavior (4/37, 11%). Of the 37 studies, 11 (30%) reports included 2 movement behaviors and no reports included 3 movement behaviors. eEMA was frequently used to measure potential correlates of movement behaviors, such as emotional states or feelings (25/37, 68%), cognitive processes (7/37, 19%), and contextual factors (9/37, 24%). There was wide variability in the implementation and reporting of eEMA procedures, measures, missing data, analysis, and compliance.

CONCLUSIONS

The use of eEMA methodologies in physical activity, sedentary behavior, and sleep research in young adults has greatly increased in recent years; however, reports continue to lack standardized reporting of features unique to the eEMA methodology. Additional areas in need of future research include the use of eEMA with more diverse populations and the incorporation of all 3 movement behaviors within a 24-hour period. The findings are intended to assist investigators in the design, implementation, and reporting of physical activity, sedentary behavior, and sleep research using eEMA in young adults.

TRIAL REGISTRATION

PROSPERO CRD42021279156; https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021279156.

Educational contexts that nurture students' psychological needs predict low distress and healthy lifestyle through facilitated self-control

Psychological distress and unhealthy lifestyle behaviors are highly prevalent among undergraduate students. Importantly, numerous longitudinal studies show that these phenomena rise significantly during the first months of college and remain high thereafter. However, research identifying theory-driven mechanisms to explain these phenomena is lacking. Using two complementary statistical approaches (person- and variable-centered), this study assesses basic psychological needs (BPNs) and self-control as possible explanatory factors underlying the association between student's educational experience and multiple health-related outcomes. A total of 2450 Canadian undergraduates participated in this study study involving two time points (12 months apart; NTime1 = 1783; NTime2 = 1053), of which 386 participated at both measurement occasions. First, results from person-centered analyses (i.e., latent profile and transition analyses) revealed three profiles of need-satisfaction and frustration in students that were replicated at both time points. Need-supportive conditions within college generally predicted membership in the most adaptive profile. In turn, more adaptive profiles predicted higher self-control, lower levels of psychological distress (anxiety, depression), and healthier lifestyle behaviors (physical activity, fruit and vegetable consumption). Second, results from variable-centered analyses (i.e., structural equation modeling) showed that the association between students' BPNs and health-related outcomes was mediated by self-control. In other words, high need satisfaction and low need frustration were associated with higher self-regulatory performance at Time 1, which in turn predicted a more adaptive functioning at Time 2. Overall, these findings help clarify the mechanisms underlying the association between college educational climate and students' health-related functioning.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12144-022-04019-5.

Screen-based sedentary behaviors but not total sedentary time are associated with anxiety among college students

Objective

The purpose of the study was to investigate the associations of device-measured total sedentary time and screen-based sedentary time with anxiety in college students.

Methods

Three hundred and twenty-one college students (mean age = 19.72 ± 1.18, 55.8% females) were recruited from Shanghai, China. Total sedentary time was objectively measured using accelerometry, while screen-based sedentary time was self-reported. Anxiety symptom was evaluated using the Self-Rating Anxiety Scale. Linear regression modeling was used to assess the associations of total sedentary time and screen-based sedentary time with anxiety symptom.

Results

Accelerometer-assessed total sedentary time was not associated with anxiety symptom. Prolonged sedentary time on TV and movie viewing (>2 h on weekdays) and social media using (>2 h on weekdays and weekend) were associated with a higher level of anxiety. However, time on video gaming and recreational reading was not associated with anxiety symptom.

Conclusion

The findings indicated that screen-based sedentary behaviors but not total sedentary time were associated with anxiety symptom among college students. The associations of screen-based sedentary behaviors with anxiety symptom varied by the types of screen time.

Stand up, stand out. Feasibility of an active break targeting prolonged sitting in university students

ObjectiveTo assess the acceptability, appropriateness, and feasibility of an active break designed to disrupt prolonged sitting in university students. Participants: Students attending lectures in Trinity College Dublin, Ireland. Methods: Participants took part in an active break, which consisted of following a short exercise video lasting ∼4 min. They then completed a validated questionnaire consisting of 12 statements with two open-ended questions capturing likes/dislikes. Results: Overall 106 (response rate 96%) predominately female (83%, n = 87), health sciences students (91%, n = 96) participated. Percentage agreement ranged from 93.4% (n = 99) to 96.2% (n = 102) for acceptability, 84.9% (n = 90) to 93.4% (n = 99) for appropriateness, and 80.2% (n = 85) to 96.2% (n = 102) for feasibility. Space constraints and warm temperatures impacted negatively. Conclusion: An active break delivered during lectures is an acceptable and feasible intervention to disrupt sitting in students. Further investigation using a broader representation of the university population is needed prior to implementation.

Physical Activity and Sedentary Behavior in University Students–The Role of Gender, Age, Field of Study, Targeted Degree, and Study Semester

Background

Physical inactivity and sedentary behavior are modifiable risk factors for an unhealthy lifestyle in university students. The aim of this study was to identify subgroups among German university students with an increased risk for unhealthy behavior. For this purpose, differences in physical activity and sedentary behavior with respect to sociodemographic and study related factors were examined.

Methods

A total of 4,351 students participated in an online survey. The amount of physical activity (metabolic equivalent of task-min/week) and the sitting time (h/day) were assessed using the German short form of the International Physical Activity Questionnaire. Differences in gender and age as well as field of study, targeted degree and study semester were analyzed using a single factorial ANOVA with Tukey correction or a Welch-ANOVA with Games-Howell correction.

Results

For physical activity, significant differences were found for gender (F_{(2, 80.46)} = 17.79, p < 0.001, ηp2 = 0.009), for field of study (F_{(5, 1738.09)} = 7.41, p < 0.001, ηp2 = 0.01), and for study semester (F_{(1, 948.12)} = 5.53, p < 0.05, ηp2 =0.001), but not for age and targeted degree (p > 0.05). For sedentary behavior, significant differences were found for field of study (F_{(5, 3816)} = 5.69, p < 0.001, ηp2 = 0.01) and targeted degree (F_{(3, 3868)} = 3.94, p < 0.01, ηp2 = 0.003), but not for gender, age and study semester (p > 0.05).

Conclusion

Female students, students enrolled in “natural sciences, mathematics and informatics” and first year students appear to have an increased risk of an unhealthy lifestyle. Future research should identify barriers to and incentives of physical activity as well as reasons for high amounts of SB in sub-populations of university students. Suitable prevention and intervention programs are necessary.

What are the characteristics that influence the sitting time in university students?

Abstract The objective was to estimate the relationship between sociodemographic characteristics, link with the university, behavioral, biological, and self-rated related to health, with time sitting in university students at federal institutions in the state of Bahia, Brazil. This cross-sectional study was carried out with university students from six institutions (Federal University “Recôncavo da Bahia”, Federal University of “Bahia”, Federal University of “Oeste da Bahia”, University of International Integration of Afro-Brazilian Lusophony, Federal University of “Vale do São Francisco” and Federal University of “Sul da Bahia”) in the state from Bahia in 2019. Time sitting in hours per day was investigated and relation sociodemographic, link with the university, behavioral, biological, self-rated of stress and health variables. Path analysis was used to apply multivariate linear regression. The significance status was 5%. A total of 1,217 university students participated of the study. The final model accounts for 6% of sitting time. Self-rated health as positive (β: -0.117; p: <0.001), increasing age (β: -0.115; p: <0.001) and physical activity practice (β: -0.113; p: <0.001) contributed to the decrease in sitting time. The increase in the amount of inadequate eating habits (β: 0.063; p: 0.032) favored the increase in sitting time. The adjustment indices were satisfactory. Concluded that self-rated health as positive, advancing age and physical activities practice were determinants of reduced sitting time, on the other hand, irregular eating behaviors favored sedentary behavior.

Sedentary Lifestyle Matters as Past Sedentariness, Not Current Sedentariness, Predicts Cognitive Inhibition Performance among College Students: An Exploratory Study

Background: Currently, sedentariness is assessed over a short period of time, thus it is difficult to study its cognitive implications. To investigate the cognitive consequences of a sedentary lifestyle, the past level (i.e., the sedentary time accumulated over the years) and current level of sedentariness should be considered. This pilot study aimed to investigate the negative association between a sedentary lifestyle and cognition by considering both the current and past sedentariness. It was expected that the physical activity level moderates the potential negative association between sedentariness and cognition. Methods: 52 college students (M_age = 20.19, SD_age = 2; 36 women) participated in the study. Current sedentariness (ratio of sedentary time in the last year), past sedentariness (ratio of sedentary time accumulated in previous years), and physical activity (ratio of time spent in physical activity in years) were assessed using a questionnaire. Cognitive inhibition, cognitive flexibility, and working memory updating were measured through three specific tests. Results: Past sedentariness significantly explained the inhibition performance when controlled for physical activity, whereas current sedentariness did not. More precisely, past sedentariness only negatively predicted cognitive inhibition when the physical activity level was low (β = -3.15, z(48) = -2.62, p = 0.01). Conclusions: The impact of sedentariness on cognitive functioning might only be revealed when past sedentariness and physical activity are controlled.

Prevalence and correlates of lifestyle behavior, anxiety and depression in Chinese college freshman: A cross-sectional survey

Objectives

First-year college students had exposure to unhealthy lifestyle behaviors that correlate with a high prevalence of anxiety and depression. Regarding to the modifiable lifestyle behaviors factors, this study investigated the prevalence and correlation of multiple lifestyle behaviors, anxiety and depression in a sample of Chinese first-year college students.

Methods

Cross-sectional data were extracted from Residents eHealth app of health lifestyle behaviors survey from September to October 2019. Anxiety, depression, eating regular meals, consumption of snacks in-between meals, consumption of fruit, dessert and sugar-sweetened beverages, smoking and secondhand smoke exposure, consuming alcohol, physical activity, sedentary time were assessed by self-report. Socio-demographic including age, gender, education, family income, religion, and health condition were captured. Logistic regression was used to explore the association of multiple lifestyle behaviors, anxiety and depression.

Results

Totally 1,017 participants were included in the study. The prevalence of anxiety and depression (from mild to severe) were 40.3% and 45.3%, respectively. In multivariable analyses, religion (believe in Buddhism, OR = 2.438, 95%CI: 1.097-5.421; believe in Christian, OR = 5.886, 95%CI: 1.604-21.597), gender (Female, OR = 1.405, 95%CI: 1.001-1.971), secondhand smoke exposure (OR = 1.089, 95%CI: 1.001-1.184), and eating regular meals (OR = 0.513, 95%CI: 0.346-0.759) were associated with anxiety. Family income (OR = 0.732, 95%CI: 0.596-0.898), eating regular meals (OR = 0.641, 95%CI: 0.415-0.990), frequency of breakfast (OR = 0.813, 95%CI: 0.690-0.959), with a chronic disease (OR = 1.902, 95%CI: 1.335-2.712), and consumption of nocturnal snack (OR = 1.337, 95%CI: 1.108-1.612) were associated with depression.

Conclusions

These results highlighted the need for early lifestyle behavior intervention, especially modifying diet patterns considering the background of religion, health condition, and social-economic status in first-year college students to improve their mental health.

Friends, physical activity, and sedentary behavior in university students: A social network analysis

Introduction: Understanding the processes of socialization during youth and their association with healthy behaviors is crucial for university education. Objective: To explore the associations of the characteristics of friendship networks with being physically active and having a sedentary behavior in university students. Materials and methods: Cross-sectional study conducted in 475 university students and based on a social network analysis. Measurements included sociodemographic, physical activity, sedentary behavior, and friendship network variables. The associations between the characteristics of friendship networks and physical activity and sedentary behavior were explored using logistic regression models. Confidence intervals (95%) were estimated and a significance level of p<0.05 was considered. Results: In women, being part of at least a cluster of friends was significantly associated with being physically active (adjusted OR [aOR]: 2.3; 95%CI: 1.2-4.6), while being popular was significantly associated with a lower probability of being physically active (aOR: 0.3; 95%CI: 0.1-0.7). Also, a ten-percentage point increase in active friends was significantly associated with a higher probability of being physically active (aOR: 9.3; 95%CI: 3.5-24.6). Regarding sedentary behavior, a ten-percentage point increase in the number of sedentary friends was significantly associated with a higher probability of being sedentary (aOR: 5.5; 95%CI: 2.5-12.3). In men, none of the studied associations were statistically significant. Conclusion: Some characteristics of social network are relevant for female university students in relation to their physical activity levels and sedentary behaviors. These findings highlight the need to consider friendship network dynamics for designing initiatives aimed at physical activity promotion and sedentary behavior reduction.

A combined health action process approach and mHealth intervention to reduce sedentary behaviour in university students - a randomized controlled trial

Objective: This investigation evaluated the effectiveness of a Health Action Process Approach (HAPA) based planning intervention augmented with text messages to reduce student-related sitting time (primary outcome) and increase specific non-sedentary behaviours. Relationships between the HAPA volitional constructs and sedentary and non-sedentary behaviours were also explored. Design: University students (M_age = 21.13 y; SD = 4.81) were randomized into either a HAPA intervention (n = 28) or control (n = 33) condition. Main Outcome Measures: School-related sitting time, time spent in specific non-sedentary behaviours and HAPA volitional constructs were assessed at baseline, weeks 2, 4, 6 (post-intervention) and 8 (follow-up). Results: Significant group by time interaction effects favouring the intervention group were found for sitting time (p = 0.004, ɳ_p² = 0.10), walking time (p = 0.021, ɳ_p² = 0.06) and stretching time (p = 0.023, ɳ_p² = 0.08), as well as for action planning (p < 0.001, ɳ_p² = 0.17), coping planning (p < 0.001, ɳ_p² = 0.20) and action control (p < 0.001, ɳ_p² = 0.20). Significant correlations (p < 0.05) were also found between the HAPA constructs and sitting-related outcomes. Conclusions: Combining a HAPA-based planning intervention with text messages can reduce student-related sitting time in university students.

Supplemental data for this article is available online at https://doi.org/10.1080/08870446.2021.1900574 .

Frontal asymmetry: A novel biomarker for physical activity and sedentary behavior

Past research has demonstrated that regular physical activity provides a myriad of physical, mental, and emotional benefits. The decision of whether to partake in physical activity (PA) or remain sedentary appears to be partially influenced by motivational and emotional systems. Research suggests left frontal alpha asymmetry is a neural marker of approach motivation. However, studies have not explored whether habitual levels of PA and sedentary behavior relate to this neurophysiological signal. Across two studies, individuals completed measures of habitual PA and sedentary behavior using the International Physical Activity Questionnaire-Short Form. Then, resting electroencephalography activity was recorded. Results of Study 1 (N = 32, 72% women) indicated that more time spent sitting on both weekdays and weekend days were associated with less left frontal asymmetry (r = -.45, p = .027, and r = -.55, p = .005, respectively). Study 2 recruited a larger sample (N = 96, 31% women) and investigated moderators. Greater levels of moderate (r = .27) and total (r = .29) PA were associated with greater left frontal asymmetry (ps < .05), and the relationship between sedentary behavior and less left frontal asymmetry was moderated by sex (weekday: β = .62, p = .011; weekend day: β = .41, p = .034). Our results suggest that left frontal asymmetry may be a novel neurophysiological marker for PA and sedentary behavior.