OBJECTIVE: In this study, we examined students' fitness, body mass index (BMI), and demographics as predictors of observed time on-task (TOT) behaviors as an indicator of behavioral inattention. METHODS: We collected demographics, fitness estimates, and BMI from 2020 fourth-graders (Mean age = 8.6 (SD = 0.5); 47% girls; 49% white) from 28 schools. We measured TOT through momentary time sampling observations. Three-level linear models were conducted to determine whether characteristics predicted differences in TOT. We tested interactions between characteristics and TOT. RESULTS: Older students exhibited greater percent of TOT (estimate = 2.34, SE = 1.02, df = 919, t = 2.30, p < .05). Additionally, boys spent less percent TOT (estimate = -3.59, SE = 1.03, df = 906, t = -3.49, p < .05). There were no differences by race/ethnicity, SES, BMI, fitness, or time of day and percent TOT. Furthermore, none of the interactions were statistically significant (p > .15). CONCLUSIONS: Girls and older students spent more TOT. These findings are of interest to educators and psychologists working on the development of research-based guidelines aimed to support elementary students' engagement in the classroom.
OBJECTIVE: In this study, we examined students' fitness, body mass index (BMI), and demographics as predictors of observed time on-task (TOT) behaviors as an indicator of behavioral inattention. METHODS: We collected demographics, fitness estimates, and BMI from 2020 fourth-graders (Mean age = 8.6 (SD = 0.5); 47% girls; 49% white) from 28 schools. We measured TOT through momentary time sampling observations. Three-level linear models were conducted to determine whether characteristics predicted differences in TOT. We tested interactions between characteristics and TOT. RESULTS: Older students exhibited greater percent of TOT (estimate = 2.34, SE = 1.02, df = 919, t = 2.30, p < .05). Additionally, boys spent less percent TOT (estimate = -3.59, SE = 1.03, df = 906, t = -3.49, p < .05). There were no differences by race/ethnicity, SES, BMI, fitness, or time of day and percent TOT. Furthermore, none of the interactions were statistically significant (p > .15). CONCLUSIONS: Girls and older students spent more TOT. These findings are of interest to educators and psychologists working on the development of research-based guidelines aimed to support elementary students' engagement in the classroom.
Entities:
Keywords:
academic engagement; body mass index (BMI); children; elementary school; on-task behaviors; student characteristics
Authors: Lauren B Raine; John R Biggan; Carol L Baym; Brian J Saliba; Neal J Cohen; Charles H Hillman Journal: Pediatr Exerc Sci Date: 2017-10-10 Impact factor: 2.333
Authors: Mark R Scudder; Eric S Drollette; Amanda N Szabo-Reed; Kate Lambourne; Cameron I Fenton; Joseph E Donnelly; Charles H Hillman Journal: Health Psychol Date: 2016-04-18 Impact factor: 4.267