Table 1_Sedentary accumulation patterns and mental health among university teachers: longitudinal evidence from a single-university two-wave cohort.xlsx

Objective<p>To examine whether 12-month changes in sedentary accumulation were associated with mental-health outcomes among university teachers while accounting for concurrent changes in total sitting time.</p>Methods<p>Full-time teachers (n = 769) completed 7-day activPAL4 monitoring and the World Health Organization–Five Well-Being Index (WHO-5), 10-item Perceived Stress Scale (PSS-10), and Maslach Burnout Inventory–Emotional Exhaustion (MBI-EE) at baseline and 12 months.

Changes in mean sitting-bout length (MBL), the proportion of sitting time accumulated in bouts ≥30 min (Prolonged30%), and total sitting time were entered simultaneously in ANCOVA models adjusted for the corresponding baseline outcome, changes in moderate-to-vigorous physical activity and sleep quality, age, sex, and baseline BMI. Model 2 additionally adjusted for T1 levels of the three sedentary exposures.</p>Results<p>In Model 2, greater reductions in MBL were associated with higher WHO-5 scores (β = −0.236, 95% CI − 0.441 to −0.032; p = 0.023) and lower MBI-EE scores (β = 0.125, 95% CI 0.034 to 0.217; p = 0.007), while greater reductions in Prolonged30% were associated with lower PSS-10 scores (β = 0.043, 95% CI 0.006 to 0.079; p = 0.022).