The Neglected Role of Physical Education Participation on Suicidal Ideation and Stress in High School Adolescents from South Korea

Park, Saengryeol; Park, So-Youn; Jang, Su Yeon; Oh, Gapjin; Oh, In‐Hwan

doi:10.3390/ijerph17082838

Cited by 12 publications

(20 citation statements)

References 42 publications

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“…Compared to lower grade students, they had to spend longer time on attending on-line classes, finishing homework, and taking the examination through the digital devices during the school closure. Without the stress-reduced effects of physical education participation 30 and peer connectedness 29 , the heavy workload might associated with greater distress and negative mood 31 , then might exacerbate or trigger underlying stress vulnerability among high school students during the suspend of classes.…”

Section: Discussionmentioning

confidence: 99%

Physical activity, screen exposure and sleep among students during the pandemic of COVID-19

Guo

Liao

Cai

et al. 2021

Sci Rep

127

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This study aimed to determine the levels of health-related behaviours (physical activity, screen exposure and sleep status) among Chinese students from primary, secondary and high schools during the pandemic of COVID-19, as well as their changes compared with their status before the pandemic. A cross-sectional online survey of 10,933 students was conducted among 10 schools in Guangzhou, China, between 8th and 15th March, 2020. After getting the informed consent from student’s caregivers, an online questionnaire was designed and used to obtain time spending on health-related behaviours during the pandemic of COVID-19, as well as the changes compared with 3 months before the pandemic, which was completed by students themselves or their caregivers. Students were stratified by regions (urban, suburban, exurban), gender (boys and girls), and grades (lower grades of primary school, higher grades of primary schools, secondary schools and high schools). Data were expressed as number and percentages and Chi-square test was used to analyse difference between groups. Overall, the response rate of questionnaire was 95.3% (10,416/10,933). The median age of included students was 13.0 (10.0, 16.0) years and 50.1% (n = 5,219) were boys. 41.4%, 53.6% and 53.7% of total students reported less than 15 min per day in light, moderate and vigorous activities and 58.7% (n = 6,113) reported decreased participation in physical activity compared with the time before pandemic. Over 5 h of screen time spending on online study was reported by 44.6% (n = 4,649) of respondents, particular among high school students (81.0%). 76.9% of students reported increased screen time compared with the time before pandemic. Inadequate sleep was identified among 38.5% of students and the proportion was highest in high school students (56.9%). Our study indicated that, during the COVID-19 pandemic, the school closure exerted tremendous negative effects on school-aged children’s health habits, including less physical activity, longer screen exposure and irregular sleeping pattern.

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Section: Discussionmentioning

confidence: 99%

Physical activity, screen exposure and sleep among students during the pandemic of COVID-19

Guo

Liao

Cai

et al. 2021

Sci Rep

127

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“…Moderate-to-high-intensity physical activity during school days has been confirmed to benefit children and adolescents in relation to various psychosocial outcomes, such as reduced symptoms of depression [ 168 ], emotional problems [ 169 ] and mental distress [ 170 ] as well as improved self-efficacy [ 171 ] and mental well-being [ 172 , 173 ]. In addition, participation in physical education (PE) at least twice a week was significantly associated with a lower likelihood of suicidal ideation and stress [ 174 ].…”

Section: Resultsmentioning

confidence: 99%

“…For example, in Finland, the primary science subject is as important as mathematics or reading, while Chinese schools often lack time to arrange a sufficient number of science courses [ 221 ], which could be explained by different educational traditions of the two countries. In addition, approximately 75% of high schools in Korea failed to implement national curriculum guidelines for physical education (150 min/week), instead replacing that time with self-guided study to prepare for university admission exams [ 174 ]. In terms of the arrangement of the after-school time, Asian students spend most of their after-school time on private tutoring or doing homework [ 222 ], 2–3 times longer than the time spent by adolescents in most western countries/cities [ 92 ].…”

Section: Discussionmentioning

confidence: 99%

School educational models and child mental health among K-12 students: a scoping review

Jiang

et al. 2022

Child Adolesc Psychiatry Ment Health

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Background The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. Methods This scoping review followed the framework of Arksey and O’Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. Results/findings After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. Conclusions The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.

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“…Since PE has been considered to be an effective method to reduce academic stress (Ki et al, 2019), the autonomous motivation toward PE, as a predictor of participation, may also serve as an important factor to relieve academic stress. Previous studies have found the positive effect of motivation toward PE on students' perceived stress and academic attitudes (Back, 2015;Park et al, 2020). On the other side, a study conducted on student-athletes found that as perceived stress increased, students' motivation for sports participation declined (Holden et al, 2019).…”

Section: Academic Stress and Motivation Toward Physical Educationmentioning

confidence: 94%

“…In previous studies, academic stress is associated with negative psychological consequences such as unpleasant emotional states, depression, tearfulness, even self-harm, and suicidal feelings in some cases (e.g., Lotz and Sparfeldt, 2017;Soares and Woods, 2020). Besides, students with a high level of stress also presented poor academic achievement, low self-efficacy, and low PE participation (Moeini et al, 2008;Park et al, 2020). Meanwhile, some researchers suggested that academic stress may not necessarily result in negative outcomes (Sang et al, 2018;Ye et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Examining the relationship between academic stress and motivation toward physical education within a semester: A two-wave study with Chinese secondary school students

2022

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The present study aimed to investigate the relationship between academic stress and motivation toward physical education (PE) through a longitudinal design with cross-lagged panel analyses. A sample of 556 Chinese secondary school students participated in the research and completed Perceived Locus of Causality Scale and Educational Stress Scale for Adolescents at the beginning of the semester and 3 months later. The results demonstrated that academic stress factors were positively related to less self-determined motivations except that worry about grades was positively related to more self-determined motivations within each time point. In addition, we found that academic stress negatively predicted more self-determined motivations but positively predicted less self-determined motivations, whereas worry about grades negatively predicted amotivation 3 months later. Meanwhile, the influence of amotivation on despondency was also found. These results suggest that academic stress can obstruct students’ participation in PE through an impact on self-determined motivation. Our findings also indicate that self-determined students in PE will seek academic achievement as well, which in turn improves students’ academic status.

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The Neglected Role of Physical Education Participation on Suicidal Ideation and Stress in High School Adolescents from South Korea

Cited by 12 publications

References 42 publications

Physical activity, screen exposure and sleep among students during the pandemic of COVID-19

Physical activity, screen exposure and sleep among students during the pandemic of COVID-19

School educational models and child mental health among K-12 students: a scoping review

Examining the relationship between academic stress and motivation toward physical education within a semester: A two-wave study with Chinese secondary school students

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