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Educational differences in leisure-time physical inactivity: a descriptive and explanatory study

M Droomers1, C T Schrijvers, H van de Mheen

  • 1Department of Public Health, Erasmus University Rotterdam, Netherlands. droomers@mgz.fgg.eur.nl

Social Science & Medicine (1982)
|January 7, 1999
PubMed
Summary

Lower educational attainment is linked to higher leisure-time physical inactivity. Psychosocial factors like personality and coping styles, alongside material factors, significantly explain these disparities, informing targeted health interventions.

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Area of Science:

  • Public Health
  • Sociology
  • Behavioral Science

Background:

  • Educational disparities in leisure-time physical inactivity are a significant public health concern.
  • Understanding the underlying psychosocial and material factors is crucial for effective intervention design.

Purpose of the Study:

  • To investigate the role of psychosocial and material factors in explaining educational differences in leisure-time physical inactivity.
  • To identify specific correlates contributing to physical inactivity across educational strata.

Main Methods:

  • Cross-sectional analysis of 2598 adults from the Dutch GLOBE study (1991).
  • Logistic regression models were employed to assess associations between physical inactivity and psychosocial/material factors.
  • Physical inactivity was defined as no participation in activities like sports, gardening, walking, or cycling.

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Main Results:

  • Physical inactivity was more prevalent in lower educational groups.
  • Psychosocial factors (locus of control, neuroticism, coping styles) and material factors (income, employment) were significantly associated with physical inactivity.
  • Personality and coping style explained approximately 50% of the increased odds of inactivity in lower educational groups, while material factors explained about 40%.

Conclusions:

  • Psychosocial and material factors collectively accounted for a 75% reduction in the odds ratios of physical inactivity in lower educational groups.
  • Interventions should consider personality, coping styles, and material restrictions of at-risk populations.
  • Addressing childhood conditions may help reduce socio-economic differences in physical inactivity.