Efeitos da postura corporal, estresse percebido e o uso de equipamentos eletrônicos sobre o desempenho escolar entre adolescentes da Cidade de Fortaleza/CE

Abstract

Introduction: School performance represents the ability of individuals to express knowledge obtained in the teaching-learning process in formal education. The theoretical framework established in the teaching-learning process can therefore influence comprehensively the level of learning and consequently the school performance. In addition, there are other issues that may influence school performance; among them are postural changes, stressors and the use of electronic equipment. Objective: To analyze the association between postural pattern, perceived stress and the use of electronic equipment on the school performance of adolescents from the city of Fortaleza / CE. Methodology: A cross-sectional and descriptive study carried out in Fortaleza-CE between August 2015 and March 2017, with 64 pre-adolescents and adolescents from a full-time public elementary school. Socio-demographic data, school performance, use of electronic materials, perceived stress and postural evaluation were collected. The data was entered in the Microsoft Office Excel® 2010 for Windows 2010 program and analyzed with the SPSS® statistical package, version 20.0. Results: The sample was predominantly males (58.8%), studied seventh grade (51.6%), frequently used smartphone (75.0%) and computer (39.1%). The individuals with the highest prevalence of inadequate school performance (although not statistically significant) were males (56.1%, p = 0.05), were in the seventh grade (50.9%), reported using smartphones frequently ( 75.4%) and computers (61.4%), had more postural changes (5 to 9 - 68.4%), especially in the head position (78.9%) and in the shoulder (71.9%) and had a score of more than 21 points (61.4%) classified as having moderate stress (96.5%). Conclusion: In this study, although the male students with moderate stress, who have postural alterations and who use a smartphone show worse school performance, there was no association between the studied variables.