BACKGROUND: Knowledge about the beneficial role of physical activity (PA) for health and school performance is growing. Studies investigating the link between PA and school absenteeism due to illness are lacking. Therefore, we investigated associations between habitual PA and school absenteeism due to illness in adolescents and explored whether mental health and cardiovascular fitness mediated this association. METHODS: We studied 328 students in grades 7 and 9 (mean age 13.8 years; 49% boys). The PA was measured objectively by an ActivPAL3™ accelerometer attached on the thigh during 1 full week (24 hours/day). Depressive symptoms and self-esteem were self-reported by the Center for Epidemiologic Studies Depression Scale (CES-D) and Rosenberg Self-Esteem Scale, respectively, and included as a proxy for mental health in the analyses. Cardiovascular fitness was measured by the 20-m shuttle-run test. School absenteeism due to illness data was provided by the school administration. RESULTS: The PA was not significantly associated with school absenteeism, though there was an indirect association between PA and school absenteeism by cardiovascular fitness. CONCLUSIONS: Cardiovascular fitness mediates the association between PA and school absenteeism due to illness. Thus, cardiovascular fitness of students should be improved to reduce school absenteeism due to illness.
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Objectives This paper is the first multidisciplinary study into the impact of new skill requirements in the job on absenteeism. The aim of this study was to investigate whether economic skills obsolescence (ESO) increased both absence frequency and average duration mediated by burnout and/or work engagement.Methods A longitudinal study was conducted on data from the Dutch Study on Transitions in Employment, Ability and Motivation (N=4493). Structural equation modelling was used to test the specific direct and indirect effects of ESO on absence frequency and average duration, followed by bootstrapping to compute the confidence intervals.Results ESO at baseline had a positive relationship with burnout at follow-up. In turn, burnout was positively related to both absence frequency and average absence duration at follow-up. The bootstrap indirect effect test showed that ESO had a significant positive indirect effect, via burnout and (lower) work engagement, on absence frequency and average duration. Furthermore, ESO at baseline was negatively related to work engagement at follow-up. Work engagement, in turn, was negatively related to absence frequency and average duration at follow-up. The bootstrap test showed that ESO had a significant indirect effect, via work engagement, on absence frequency.Conclusion ESO is associated with subsequent absence frequency and average duration of workers, both mediated by burnout and decreased work engagement.
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Success at school determines future career opportunities. We described a time-of-day specific disparity in school performance between early and late chronotypes. Several studies showed that students with a late chronotype and short sleep duration obtain lower grades, suggesting that early school starting times handicap their performance. How chronotype, sleep duration, and time of day impact school performance is not clear. At a Dutch high school, we collected 40,890 grades obtained in a variety of school subjects over an entire school year. We found that the strength of the effect of chronotype on grades was similar to that of absenteeism, and that late chronotypes were more often absent. The difference in grades between the earliest 20% and the latest 20% of chronotypes corresponds to a drop from the 55th to 43rd percentile of grades. In academic subjects using mainly fluid cognition (scientific subjects), the correlation with grades and chronotype was significant while subjects relying on crystallised intelligence (humanistic/linguistic) showed no correlation with chronotype. Based on these and previous results, we can expand our earlier findings concerning exam times: students with a late chronotype are at a disadvantage in exams on scientific subjects, and when they are examined early in the day.
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