Unlocking Academic Success: Exploring Associations Between 24-Hour Movement Compositions and Academic Performance in College Students
| dc.contributor.author | Porter, Carah D. | |
| dc.contributor.author | Sanders, Jennifer | |
| dc.contributor.author | Coyle, Thomas | |
| dc.contributor.author | Brown, Denver M. Y. | |
| dc.date.accessioned | 2024-04-16T16:04:18Z | |
| dc.date.available | 2024-04-16T16:04:18Z | |
| dc.date.issued | 2024-04-02 | |
| dc.description.abstract | • Higher academic achievement in college can facilitate more job opportunities (French et al., 2015) and plays a significant role in the hiring process (Rynes et al., 1997) • 24h movement behaviors (i.e., sleep, physical activity, sedentary behavior) have each been independently linked with academic performance (Felez-Nobrega et al., 2018; Okano et al., 2019; Taylor et al., 2013; Wald et al., 2014) • Mixed results with physical activity and sedentary behavior • Sleep is positively associated with academic performance • Only one study has examined 24h movement behaviors as a collective with academic performance (Pellerine et al., 2023) • No studies to date have employed compositional data analysis techniques which limits bias in estimates by considering the codependence of the behaviors across a whole day (Dumuid et al., 2018) Purpose: Examine how the composition of time spent engaging in 24h movement behaviors relates to academic performance among college students | |
| dc.description.department | Psychology | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12588/6385 | |
| dc.language.iso | en | |
| dc.publisher | UTSA Graduate School | |
| dc.title | Unlocking Academic Success: Exploring Associations Between 24-Hour Movement Compositions and Academic Performance in College Students | |
| dc.type | Poster |