Moderate-to-Vigorous Physical Activity and School Engagement in Adolescents Attending Rural and Urban Schools in Southern Spain

Background/Objectives: Adolescence is a key period for the development of physical activity habits and school-related behaviors. Moderate-to-vigorous physical activity (MVPA) has been associated with cognitive and educational outcomes, but its relationship with different dimensions of school engagement in rural and urban contexts remains unclear. This study aimed to examine the association between weekly MVPA and behavioral, emotional, and cognitive engagement among adolescents attending rural and urban schools in southern Spain. Methods: A cross-sectional quantitative study was conducted with 282 adolescents (199 from urban schools and 83 from rural schools). School engagement was assessed using the Spanish version of the School Engagement Measure, and weekly MVPA was measured using the PACE+ Adolescent Physical Activity Measure. Adolescents were classified as active or inactive according to whether they reported at least five days per week of MVPA. ANCOVA and binary logistic regression analyses were performed separately by school context, adjusting for age, sex, and BMI. Complementary interaction analyses were conducted to test whether the associations differed across school contexts. Results: No significant differences were found between rural and urban adolescents in MVPA or school engagement. In urban schools, active adolescents showed significantly higher cognitive engagement than inactive adolescents. Lower weekly MVPA was also associated with higher odds of low cognitive engagement in urban adolescents. No significant associations were observed for behavioral or emotional engagement, or among rural adolescents. Conclusions: In subgroup-specific analyses, weekly MVPA was associated with cognitive engagement among adolescents attending urban schools. Given the cross-sectional design, convenience sampling, and self-reported assessment of MVPA, these findings should be interpreted as correlational and cannot establish causality. Moreover, the interaction analyses provided no evidence that the association differed significantly between rural and urban school contexts.