Associations of 24-Hour Movement Behaviors, Parental Academic Support, and Academic Achievement in Alaskan Adolescents

Abstract

The purpose of this study was to examine the associations between meeting recommendations for 24-hour movement behaviors, parental academic support, and student academic achievement in a sample of Alaskan adolescents. Data were obtained from the 2019 Alaska Youth Risk Behavior Survey (YRBS; N = 1,897; mean age = 15.8 ± 1.3 years old). The associations between meeting recommendations for the 24-hour movement behaviors of physical activity, screen use, and sleep with high academic achievement (mostly A’s and B’s) were examined using weighted multivariable logistic regressions. Subpopulation analyses determined if associations differed by levels of parental academic support. Approximately 18.8% of the sample met PA recommendations, 70% met screen use recommendations, and 24.6% met sleep recommendations. Parents providing everyday academic support are associated with higher odds of an adolescent reporting mostly A’s and B’s (OR = 2.03, p < .001). Meeting screen use recommendations associated with high academic achievement in adolescents with less than every day pa-rental academic support (OR = 1.87, p = .001) and meeting sleep recommendations associated with high academic achievement in adolescents with less than every day (OR = 2.20, p = .005) and every day (OR = 1.77, p = .038) parental academic support. Meeting PA recommendations did not associate with high academic achievement. These findings elucidate the complexity of these interrelationships but warrant additional longitudinal investigation.