背景:各种休闲活动对儿童注意力表现的影响尚无定论。文献报道了诸如体育活动或媒体使用之类的活动之间的不一致关联。迄今为止,在更大的健康儿童队列中,没有一项研究对影响注意力表现的各种因素进行了全面的研究.本研究旨在缩小这一研究差距。
方法:从2018年到2019年,莱比锡学校营养研究收集了1215名儿童及其家庭的数据。儿童报告他们的饮食行为(使用CoCu问卷),尤其是他们参加学校午餐和早餐的习惯,通过纸质问卷。此外,在学校使用经过验证的测试(FAIR-2)评估注意力表现.关于身体活动的数据,媒体消费,家庭饮食习惯和社会经济地位(SES)使用问卷从父母那里收集.使用分层线性回归估计注意力与影响因素之间的关联。分析根据年龄进行了调整,SES,和学校类型。
结果:参加高中(βadj=23.6,p<0.001)和具有较高的SES(β=1.28,p<0.001)与较高的注意力表现相关。从事休闲时间运动的儿童(βadj=4.18,p=0.046)或阅读至少一个小时/工作日的书籍表现出更好的注意力表现(βadj=3.8,p=0.040)。在卧室里没有电子设备的儿童(βadj=13.0,p=0.005)和父母限制孩子上网的儿童(βadj=5.2,p=0.012)的注意力表现也更好。我们没有发现营养习惯和注意力表现之间的任何关联。
结论:我们发现培养可改变的习惯,如阅读和身体活动可以提高注意力表现。这些发现对旨在提高学童注意力的预防和干预计划的制定具有重要意义。重要的是要注意,然而,社会地位作为一个难以改变的因素也会影响注意力表现。因此,干预措施应在考虑儿童社会地位的系统方法中解决个人习惯。
背景:该研究在德国临床试验注册中心进行了回顾性注册(DRKS00017317,注册:05-29-2019)。
BACKGROUND: There is inconclusive evidence for the effects of various leisure activities on attention performance in children. The literature reports inconsistent associations between activities such as physical activities or media use. To date, no
study has thoroughly examined the various factors influencing attentional performance in a larger cohort of healthy children. This
study aims to close this research gap.
METHODS: From 2018 to 2019, the Leipzig
School Nutrition
Study collected data from 1215 children and their families. The children report their dietary behavior (using CoCu- Questionnaire), especially their participation in school lunch and their breakfast habits, through a paper questionnaire. Furthermore, attention performance was assessed using a validated test (FAIR-2) at
school. Data on physical activity, media consumption, family eating habits and socio-economic status (SES) were collected from parents using questionnaires. Associations between attention and influencing factors were estimated using hierarchical linear regression. Analyses were adjusted for age, SES, and
school type.
RESULTS: Attending upper secondary schools (ßadj= 23.6, p < 0.001) and having a higher SES (ß= 1.28, p < 0.001) was associated with higher attention performance. Children doing leisure-time sports (ßadj= 4.18, p = 0.046) or reading books for at least one hour/weekday showed better attention performance (ßadj= 3.8, p = 0.040). Attention performance was also better in children having no electronic devices in the bedroom (ßadj= 13.0, p = 0.005) and in children whose parents limited their children\'s Internet access (ßadj= 5.2, p = 0.012). We did not find any association between nutritional habits and attention performance.
CONCLUSIONS: We found that fostering modifiable habits such as reading and physical activity could enhance attention performance. These findings have substantial implications for the development of prevention and intervention programs that aim to improve attention in schoolchildren. It is important to note, however, that social status as a hardly modifiable factor also impacts attention performance. Therefore, interventions should address personal habits in a systemic approach considering the child\'s social status.
BACKGROUND: The study is retrospectively registered with the German Clinical Trials Register (DRKS00017317, registration: 05-29-2019).