Academic pressure, family habits, and personality traits as predictors of school-related sedentary behavior among senior high school students in Iligan City

Ian C. Abordo; Shella G. Dello; Al-fhaiz L. Ibrahim; Miccah Althea L. Adamat; Myccah Andrea L. Adamat; Joneighbel B. Bulahan; Junalyn F. Abejar; Carl Patrick P. Antiporta

doi:10.53730/ijhs.v10n2.15924

Authors

Ian C. Abordo Adventist Medical Center College, Iligan City, Lanao Del Norte, Philippines
Shella G. Dello Adventist Medical Center College, Iligan City, Lanao Del Norte, Philippines
Al-fhaiz L. Ibrahim
ibrahimalfhaiz@gmail.com
Adventist Medical Center College, Iligan City, Lanao Del Norte, Philippines
Miccah Althea L. Adamat Adventist Medical Center College, Iligan City, Lanao Del Norte, Philippines
Myccah Andrea L. Adamat Adventist Medical Center College, Iligan City, Lanao Del Norte, Philippines
Joneighbel B. Bulahan Adventist Medical Center College, Iligan City, Lanao Del Norte, Philippines
Junalyn F. Abejar Adventist Medical Center College, Iligan City, Lanao Del Norte, Philippines
Carl Patrick P. Antiporta Adventist Medical Center College, Iligan City, Lanao Del Norte, Philippines

Keywords:

Academic pressure, Family Habits, Personality traits, Sedentary behavior, Senior High School Students

Abstract

This cross-sectional analytical study examined the relationship between academic pressure, family habits, personality traits, and school-related sedentary behavior among senior high school students in Iligan City. A total of 800 students aged 15 to 19 years from public and private schools participated. Data were collected using validated self-report questionnaires assessing academic pressure, family habits, personality traits, and sedentary behavior. Statistical analyses determined relationships and identified significant predictors. The findings showed that academic pressure, family habits, and personality traits had direct and significant relationships with school-related sedentary behavior. Identified predictors included sedentary mealtime behavior, sedentary entertainment viewing habits, despondency, sedentary reading and listening activities, and sedentary digital gaming and social media use. Emerging predictors included conscientiousness, worry about grades, open-mindedness, self-expectations, agreeableness, study-related pressure, and extraversion. Collectively, these models accounted for 14% to 23% of the variance in sedentary subscales. The results underscore the need to transition toward dynamic learning environments that integrate active breaks and digital wellness initiatives, alongside personality-sensitive support systems, to reduce sedentary habits and safeguard adolescent well-being.

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References

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