Childhood overweight and academic performance: National study of kindergartners and first-graders
Childhood overweight and academic performance: National study of kindergartners and first-graders
复制标题
DOI：
10.1038/oby.2004.9
复制
发表时间：
2004-01-01
期刊：
影响因子：
--
通讯作者：
Magnabosco, JL
中科院分区：
文献类型：
--
作者：
Datar, A;Sturm, R;Magnabosco, JL
目的：研究方法和程序：分析的数据包括11,192名来自早期儿童纵向研究的第一次超重儿童，这是1998年美国儿童超重的全国代表性样本。多元回归技术被用来估计超重状态与儿童的数学和阅读标准化考试成绩在幼儿园和一年级的独立关联。我们控制了社会经济地位，亲子互动，出生体重，体育活动，和电视watching.Results：超重儿童有显着较低的数学和阅读测试成绩相比，非超重儿童在幼儿园。两组学生在数学和阅读测试成绩上的进步相似，导致超重儿童在一年级结束时的测试成绩明显较低。然而，这些差异，除了男孩的数学成绩在基线（差异= 1.22分，p = 0.001），变得微不足道后，包括社会经济和行为变量，表明超重是一个标志，但不是一个因果因素。种族/民族和母亲的教育是更强的预测测试成绩的收益或水平比超重status.Discussion：在测试成绩的显着差异，在幼儿园开始的超重状态和结束的年级I可以解释的其他个人特征，包括父母的教育和家庭环境。然而，与社会经济特征相比，超重更容易被其他学生观察到，并且其与较差的学习成绩的显著（未经调整）关联可能导致早在小学一年级就对超重感到羞耻。
Objective: To examine the association between children's overweight status in kindergarten and their academic achievement in kindergarten and first grade.Research Methods and Procedures: The data analyzed consisted of 11,192 first time kindergartners from the Early Childhood Longitudinal Study, a nationally representative sample of kindergartners in the U.S. in 1998. Multivariate regression techniques were used to estimate the independent association of overweight status with children's math and reading standardized test scores in kindergarten and grade 1. We controlled for socioeconomic status, parent-child interaction, birth weight, physical activity, and television watching.Results: Overweight children had significantly lower math and reading test scores compared with nonoverweight children in kindergarten. Both groups were gaining similarly on math and reading test scores, resulting in significantly lower test scores among overweight children at the end of grade 1. However, these differences, except for boys' math scores at baseline (difference = 1.22 points, p = 0.001), became insignificant after including socioeconomic and behavioral variables, indicating that overweight is a marker but not a causal factor. Race/ethnicity and mother's education were stronger predictors of test score gains or levels than overweight status.Discussion: Significant differences in test scores by over- weight status at the beginning of kindergarten and the end of grade I can be explained by other individual characteristics, including parental education and the home environment. However, overweight is more easily observable by other students compared with socioeconomic characteristics, and its significant (unadjusted) association with worse academic performance can contribute to the stigma of overweight as early as the first years of elementary school.