Causal structure analysis of lifestyle, physical condition, and learning behavior in elementary school children in Tatebayashi, Gunma, Japan

Abstract

This study aims to clarify a causal structure model of lifestyle, physical condition, and learning behavior with a census survey targeted at elementary school children in Tatebayashi City, Gunma Prefecture, Japan.
We administered a questionnaire survey to all elementary school children (4, 683 pupils) in Tatebayashi City (about 80, 000 population), Gunma. The survey was made up of items on lifestyle (waking time, bedtime, breakfast, defecation, exercise, television, games, study, reading and bathing). The items were classified into 3 to 5 item response categories and measured using an ordinal scale. We performed factor analysis to typify lifestyle, and used a structural equation model that assumed a causal structure, to consider the relationship between factors.
In the factor analysis method applied to 10 items on lifestyle, four factors of physical condition (exercise, defecation, learning behavior (study, reading), desirable lifestyle (waking time, having breakfast, bathing), and undesirable lifestyle (bedtime, television, games) were interpreted. When analyzing the result from the causal structure model in which the influence of two lifestyle factors on factors of basis for life, physical condition and learning behavior were set, we found a model that showed high compatibility with GFI and AGFI with more than 0.97. Desirable lifestyle was significantly involved in basis for life (0.71). On the other hand, undesirable lifestyle was insignificantly involved in basis for life (0.16). The basis for life was insignificantly involved in learning behavior (0.19) and moderately in physical condition (0.48). The relationship between desirable lifestyle and undesirable lifestyle was high (0.76).
This study found that the basis for life in elementary school children is formed centering on a desirable lifestyle and has a good effect on their physical condition. However, a desirable lifestyle and basis for life are insignificantly involved in learning behavior, and it can be assumed that guidance in school has much weight.