Obesity, High-Calorie Food Intake, and Academic Achievement Trends among U.S. School Children

Autor/inn/en	Li, Jian; O'Connell, Ann A.
Titel	Obesity, High-Calorie Food Intake, and Academic Achievement Trends among U.S. School Children
Quelle	In: Journal of Educational Research, 105 (2012) 6, S.391-403 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2011.646359
Schlagwörter	Academic Achievement; Food; Obesity; Grade 5; Eating Habits; Trend Analysis; Elementary School Students; Student Attitudes; Databases; Statistical Analysis; Longitudinal Studies; Mathematics Achievement; Reading Achievement; Scores; Correlation + Suchen Sie Ihr Suchwort? Schulleistung; Lebensmittel; Adipositas; School year 05; 5. Schuljahr; Schuljahr 05; Ernährungsgewohnheit; Essgewohnheit; Trendanalyse; Schülerverhalten; Datenbank; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Korrelation
Abstract	The authors investigated children's self-reported high-calorie food intake in Grade 5 and its relationship to trends in obesity status and academic achievement over the first 6 years of school. They used 3-level hierarchical linear models in the large-scale database (the Early Childhood Longitudinal Study--Kindergarten Cohort). Findings indicated that frequency of eating fast food in Grade 5 was negatively related to mathematics and reading scores at Grade 5 and to the grow rate in both subjects. Frequency of obtaining salty snacks at school was moderately and negatively related to mathematics performance at Grade 5. School vending machines were not significantly associated with academic achievement patterns or obesity status. These results are informative of trends worth further investigation through prospective models. (Contains 7 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10