The association between sedentary behavioral characteristics and poor vision among Chinese children and adolescents

The predictive role of sedentary behavior and physical activity on adolescent depressive symptoms: A machine learning approach

OBJECTIVE

This study aims to investigate the predictive value of sedentary behavior and physical activity in adolescent depressive symptoms.

METHODS

A total of 2419 adolescent students (grades 7-12) from six administrative regions in China were surveyed. Measures included the Physical Activity Rating Scale for Children (PARS-3), a self-designed questionnaire assessing sedentary behavior among Chinese children and adolescents, and the Children's Depression Inventory (CDI). Machine learning models were trained and tested to predict depressive symptoms based on different types of sedentary behavior, physical activity, and other key variables.

RESULTS

The trained random forest model demonstrated high predictive accuracy (ACC = 90.52 %), with a precision of 92.01 %, recall of 87.95 %, and an F1 score of 0.90. Key predictors of depressive symptoms included sedentary behaviors such as multimedia learning, watching TV, classroom learning, and playing video games. Physical activity also emerged as a significant factor in predicting adolescent depressive symptoms.

CONCLUSIONS

The machine learning-based predictive model exhibited strong performance, suggesting that sedentary behavior and physical activity data can effectively predict depression symptoms in Chinese adolescents.

Validation of the Internet Addiction Test for Adolescents (IAT-A) in the Georgian language

BACKGROUND

The internet has become an integral part of daily life, impacting various aspects, especially among children and adolescents. Internet overuse has been associated with numerous physical and mental health issues. Despite its significant implications, there is no universally accepted assessment tool for internet addiction. This study focuses on validating the Georgian version of the Internet Addiction Test (IAT) among pediatric patients aged 9 to 17, specifically the Internet Addiction Test - Adolescence (IAT - A).

METHODS

The study, conducted in 2022-2023, involved pediatric patients from Givi Zhvania Pediatric Academic Clinic, generally healthy but with parental concerns about screen time. The IAT-A, a self-administered questionnaire, was adapted for cultural relevance. Translation-back-translation was employed for linguistic validation. Data was collected twice, with a 6-month interval. Statistical analyses included the Kappa coefficient, Kendall's tau test, paired t-test, and Bland-Altman plots.

RESULTS

The translation process ensured linguistic accuracy and cultural relevance. The study included 100 participants (59 % boys, 41 % girls) with a mean age of 12 years. The mean IAT - A score remained consistently high over both testing periods. Kendall's tau correlation coefficient indicated a strong correlation (0.97), and Bland-Altman plots confirmed repeatability. The cut-off of 40 points identified 84 % as problematic internet users. Individual question analysis showed strong correlation and agreement.

CONCLUSION

The Georgian version of the IAT - A demonstrated reliability and consistency in assessing internet addiction among pediatric patients. The prevalence of problematic internet use among children referred to a university hospital because parents were worried about their internet use was indeed high. The study contributes valuable insights into internet addiction research in Georgia and underscores the importance of a standardized assessment tool. The repeatability of the scores of each question was strong among both groups of problematic internet users and non-problematic internet users, confirming that the Georgian version of IAT - A has high level of accuracy and can be used in internet addiction research.

Physical activity trajectories of different grade levels of male adolescents in association of academic performance and mental health

Regularly performed daily moderate to vigorous physical activity (PA) is recommended to promote physical and mental health in adolescents. However, sedentary behavior has been reported with ever-increasing demand for competition without clear understanding of the relationship between PA and mental health and academic performance. Therefore, this study observed the changes in the amount PA in 6 grade levels in relation to mental health and academic performance. This study analyzed the amount of moderate and vigorous PA, sedentary time, mental health, and academic performance in male adolescents of 6 middle to high school grade levels by sedentary group (SG: 2 or less min/wk) and physical activity group (PG: 3 or more min/wk) groups depending on the days of weekly PA. The most weekly moderate and vigorous PA duration significant reduced by 29.4% (*P<0.01) and -43.8% (*P<0.01) for H2 in comparison to M1 in SG. The greatest increase in sitting duration 744.95±470.27 min/wk (*P<0.01) was shown by SG. Significant increase in loneliness degree was shown throughout the grade levels of M3 to H3 (2.41±1.08 to 2.50±1.06, *P<0.01) in SG. Degree of stress also significantly increased from M3 to H3 (2.69±0.98, *P<0.01 to 2.90±0.96, *P<0.01) in SG. Finally, perceived academic performance by the days of PA did not show clear difference between SG and PG. In conclusion, regularly performed PA male adolescents showed greater duration of moderate and vigorous PA without negatively influencing mental health and academic performance. Moreover, well controlled academic performance and sitting duration were shown.

Exercise intervention and improvement of negative emotions in children: a meta-analysis

BACKGROUND

Anxiety, depression, and stress are the most common mental health problems in childhood. Exercise interventions in childhood help to promote mental health.

OBJECTIVE

To investigate the relationship between exercise interventions and improvement of negative emotions such as anxiety, depression, and stress in children (5-12 years).

METHODS

Articles were searched in five electronic databases from their inception to January 2023. The meta-analysis was performed using Stata 16.0.

RESULTS

Twenty-three intervention studies included 6830 children. 1) The exercise intervention group was significantly better than the control group in improving negative emotions (Standard Mean Difference SMD=-0.25, 95% Confidence Intervals CI: -0.34 to -0.15, P < 0.01). Exercise intervention improved different kinds of negative emotions: anxiety (SMD=-0.19, 95% CI: -0.33 to -0.06, P < 0.01), depression (SMD=-0.22, 95% CI: -0.43 to -0.01, P < 0.01), and stress (SMD=-0.33, 95% CI: -0.53 to -0.14, P < 0.01); it was most effective at relieving problematic stress. Exercise interventions lasting 20-45 min were most effective in improving children's negative emotions (SMD=-0.38, 95% CI: -0.56 to -0.20, P < 0.01). An exercise intervention period of 10 weeks was more effective in improving children's negative mood (SMD=-0.26, 95% CI: -0.34 to -0.17, P = 0.274).

CONCLUSION

Exercise interventions may improve negative emotions such as anxiety, depression, and stress in children. These findings may have clinical implications for children with negative affect. However, these studies showed a large heterogeneity, and the results should be interpreted with caution. Future studies should report the variability of exercise interventions by gender, age group, and type, intensity, and place of exercise.