Effect of a 16-week multi-level classroom standing desk intervention on cognitive performance and academic achievement in adolescents

MLA

Danilo R. Silva, et al. “Effect of a 16-Week Multi-Level Classroom Standing Desk Intervention on Cognitive Performance and Academic Achievement in Adolescents.” Scientific Reports, vol. 12, no. 1, Sept. 2022, pp. 1–10. EBSCOhost, https://doi.org/10.1038/s41598-022-18248-y.

APA

Danilo R. Silva, Daniel G. S. Machado, Fernando Pinto, Pedro B. Júdice, Cláudia S. Minderico, Paul J. Collings, Edilson S. Cyrino, & Luís B. Sardinha. (2022). Effect of a 16-week multi-level classroom standing desk intervention on cognitive performance and academic achievement in adolescents. Scientific Reports, 12(1), 1–10. https://doi.org/10.1038/s41598-022-18248-y

Chicago

Danilo R. Silva, Daniel G. S. Machado, Fernando Pinto, Pedro B. Júdice, Cláudia S. Minderico, Paul J. Collings, Edilson S. Cyrino, and Luís B. Sardinha. 2022. “Effect of a 16-Week Multi-Level Classroom Standing Desk Intervention on Cognitive Performance and Academic Achievement in Adolescents.” Scientific Reports 12 (1): 1–10. doi:10.1038/s41598-022-18248-y.