TY - JOUR
T1 - Which one? A comparative study of traditional and sports uniforms on academic achievement, cognitive performance, playtime, bullying, and discrimination in adolescents
T2 - The Cogni-Action Project
AU - Cristi-Montero, Carlos
AU - Solis-Urra, Patricio
AU - Sanchez-Martinez, Javier
AU - Olivares-Arancibia, Jorge
AU - Hernández-Jaña, Sam
AU - Gajardo-Araya, Guillermo
AU - Palma-Leal, Ximena
AU - Sadarangani, Kabir P.
AU - Portela Estinto, Matias
AU - Encina, Yonatan
AU - Alvarez, Cristian
AU - Delgado-Floody, Pedro
AU - Aguilar-Farias, Nicolas
AU - Ferrari, Gerson
AU - Mahecha-Matsudo, Sandra
AU - Zavala-Crichton, Juan Pablo
AU - Ibarra-Mora, Jessica
AU - Parra-Saldías, Maribel
AU - Nanjarí-Miranda, Rodrigo
AU - Rodríguez-Rodríguez, Fernando
N1 - Publisher Copyright:
Copyright © 2022 Cristi-Montero, Solis-Urra, Sanchez-Martinez, Olivares-Arancibia, Hernández-Jaña, Gajardo-Araya, Palma-Leal, Sadarangani, Portela Estinto, Encina, Alvarez, Delgado-Floody, Aguilar-Farias, Ferrari, Mahecha-Matsudo, Zavala-Crichton, Ibarra-Mora, Parra-Saldías, Nanjarí-Miranda and Rodríguez-Rodríguez.
PY - 2022/8/12
Y1 - 2022/8/12
N2 - Objective: The aim of this study was to compare academic achievement, cognitive performance, playtime, bullying, and discrimination in adolescents according to traditional uniforms (TUs) and sports uniforms (SUs) worn at school, while simultaneously exploring the influence of the school vulnerability index. Methods: A total of 988 Chilean adolescents (52.6% boys) aged 10–14 years participated in this cross-sectional study. Academic achievement was evaluated by the average grade in maths, language, and science grades, while cognitive performance was assessed through eight cognitive tasks. TUs affecting physical activity, playtime, bullying, and discrimination were queried. Mixed model analyses were performed. Results: No differences were observed in academic achievement (TU: 5.4 ± 0.1 vs. SU: 5.5 ± 0.2, p = 0.785) or in cognitive performance (TU: 99.6 ± 0.8 vs. SU: 98.9 ± 1.8, p= 0.754) according to the school uniformtype. Moreover, 64.1 % of participants declared that wearing TU affects their physical activity (traditional uniforms: + 8 min and sports uniforms: + 20 min), and those who believed so spent more time playing than those who answered negatively (14.5 min, p = 0.012). Finally, adolescents wearing SU displayed a lower feeling of bullying and discrimination; this finding depended mainly on the school's vulnerability. Conclusion: It is concluded that wearing TU does not show an educational advantage at an academic and cognitive level that justifies its obligation. In addition, it could be suggested that schools consider adolescents' opinions in adopting a more comfortable uniform, such as the SU. This feasible and low-cost measure would help to increase adolescents' physical activity during the school day, and, contrary to belief, it would not be related to increased feelings of bullying and discrimination.
AB - Objective: The aim of this study was to compare academic achievement, cognitive performance, playtime, bullying, and discrimination in adolescents according to traditional uniforms (TUs) and sports uniforms (SUs) worn at school, while simultaneously exploring the influence of the school vulnerability index. Methods: A total of 988 Chilean adolescents (52.6% boys) aged 10–14 years participated in this cross-sectional study. Academic achievement was evaluated by the average grade in maths, language, and science grades, while cognitive performance was assessed through eight cognitive tasks. TUs affecting physical activity, playtime, bullying, and discrimination were queried. Mixed model analyses were performed. Results: No differences were observed in academic achievement (TU: 5.4 ± 0.1 vs. SU: 5.5 ± 0.2, p = 0.785) or in cognitive performance (TU: 99.6 ± 0.8 vs. SU: 98.9 ± 1.8, p= 0.754) according to the school uniformtype. Moreover, 64.1 % of participants declared that wearing TU affects their physical activity (traditional uniforms: + 8 min and sports uniforms: + 20 min), and those who believed so spent more time playing than those who answered negatively (14.5 min, p = 0.012). Finally, adolescents wearing SU displayed a lower feeling of bullying and discrimination; this finding depended mainly on the school's vulnerability. Conclusion: It is concluded that wearing TU does not show an educational advantage at an academic and cognitive level that justifies its obligation. In addition, it could be suggested that schools consider adolescents' opinions in adopting a more comfortable uniform, such as the SU. This feasible and low-cost measure would help to increase adolescents' physical activity during the school day, and, contrary to belief, it would not be related to increased feelings of bullying and discrimination.
KW - education
KW - health
KW - mental health
KW - physical activity
KW - policy
KW - students
UR - http://www.scopus.com/inward/record.url?scp=85136814536&partnerID=8YFLogxK
U2 - 10.3389/fpubh.2022.917970
DO - 10.3389/fpubh.2022.917970
M3 - Article
C2 - 36033774
AN - SCOPUS:85136814536
SN - 2296-2565
VL - 10
JO - Frontiers in Public Health
JF - Frontiers in Public Health
M1 - 917970
ER -
