![]() Moreover, the time of the week during which screen activities are performed seems to affect the relationship between screen time and academic performance differently. For example, video games could lead to the improvement of academic engagement and of certain cognitive functions such as visual processing skills, while television viewing seems to be associated with a decrease in cognitive control, more specifically in attentional capacities. However, results of recent studies suggest that the influence of screen time on academic performance and on cognitive control vary depending on the type of screen used. Possible mechanisms explaining these associations are the reduction of sleep duration and cognitive control. For example, a study conducted in 395 grade 7 Chileans reported that adolescents who spent more than 2 h per day in front of a screen seems to present a lower academic performance than adolescents who spent 2 h or less per day in front of a screen. The use of screens for a daily duration of more than 2 h may be negatively associated with academic performance. In Canada, 51.8% of children and adolescents appear to follow the recommendations of a maximum of 2 h of screen time per day. Screen time refers to the time spent in front of a television, computer, tablet, and cellphone for anything other than work or schoolwork. In addition, lack of sleep may decrease working memory and cognitive functions and in turn, this could lead to a poorer academic performance. A possible mechanism that could explain the relationship between lack of sleep and academic performance is sleepiness during classes, which could affect academic performance negatively. For example, in a sample of 3120 Americans aged between 13 and 19 years old, Wolfson et Carskadon observed a better academic performance in students who slept on average 34 min more per night and went to bed on average 55 min earlier on weekdays compared to students who did not follow this sleeping pattern. The lack of sleep that is frequently observed in adolescence seems to be significantly associated with a decline in academic performance. In Canada, a recent analysis of lifestyle habits of 4157 children and adolescents aged between 6 and 17 years old reported that only 24.5% of them follow the guidelines for sleep duration per night (from 9 to 11 h for the 5 to 13 years old and from 8 to 10 h for the 14 to 17 years old). In conclusion, results of the present study indicate that lifestyle habits were able to predict Δs in cognitive control and academic performance of high school students during a 3-year period. Moreover, in female students, screen time, social media use, and eating habits measures seem to predict the variance in the Δs of cognitive control measures (r 2 between 8.2% and 21.0%), whereas, in male students, studying time, eating, and sleeping habits appear to explain the variance in the Δs of academic performance measures (r 2 between 5.9% and 24.8%). ![]() Furthermore, changes (Δs) in sleeping habits were associated with Δs in academic performance in both genders, whereas Δs in eating habits and in studying time were correlated with Δs in academic performance only in male students. ![]() Results show that in female students, screen time measures were negatively correlated with academic performance and cognitive control. Lifestyle habits, cognitive control, and academic performance were assessed every year during the 3-year study. One hundred and eighty-seven grade seventh to ninth students (mean age: 13.1 ± 1.0 years old) completed a 3-year prospective study. ![]() This study aimed to determine if lifestyle habits could predict changes in cognitive control and academic performance in high school students using a longitudinal approach.
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