Do overweight students have lower academic performance than their classmates? A pilot cross sectional study in a middle school in Tehran

Heshmat, Ramin; Larijani, Fatemeh Ardeshir; Pourabbasi, Amir; Pourabbasi, Ata

doi:10.1186/s40200-014-0087-0

Cited by 15 publications

(18 citation statements)

References 32 publications

(35 reference statements)

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“…Ten studies reported the statistical power of the analysis (54,56,58,60,65,66,69,71,74,77) Thirteen studies did not report any adjustment for potential confounding factors in their analysis (51,(56)(57)(58)60,61,63,68,73,76,79,80,81).…”

Section: Discussionmentioning

confidence: 99%

“…Eight (23.5%) studies did not report age (18,51,52,55,67,72,75,77). Studies were conducted in both genders, except Heshmat et al (73), which was conducted only in boys.…”

Section: Participantsmentioning

confidence: 99%

“…Half of the 16 cross-sectional studies with a medium risk of bias reported a significant negative association between BMI and academic performance (51,55,59,61,63,73,75,77). However, two of these studies (63,73) did not adjust the analysis for confounders, and did not report statistical power calculations.…”

Section: Main Findingsmentioning

confidence: 99%

“…, and two did Student t-tests(56,73). Five studies provided details regarding variable selection (backward or forward) and analysis of the residual distribution in the final model(18,55,71,72,81).…”

mentioning

confidence: 99%

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The association between obesity and academic performance in youth: a systematic review

et al. 2017

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Previous studies have found that obesity could influence academic performance. The aim of this study was to systematically review the scientific evidence on the association between obesity and academic performance in school children. A systematic review of English articles was undertaken by using databases PubMed/Medline, ERIC, LILACS, SciELO and Web of Science. Cross-sectional and longitudinal studies examining the association between obesity and academic performance in children and adolescents, published between January 1990 and December 2016, were included. Risk of bias was assessed by using Strengthening the Reporting of Observational Studies in Epidemiology. Thirty-four studies (23 cross-sectional and 11 longitudinal) matched all inclusion criteria and were included. Seven studies were classified as low risk of bias, 23 as medium risk and four as high risk. After controlling for covariates such as socio-economic status, parental education and physical activity, the association between obesity and academic performance becomes uncertain for most of the studies (55.9%). Therefore, at present, there is insufficient evidence to support a direct link between obesity and poor academic performance in school age children. In order to clarify this issue, we need more longitudinal studies with adequate sample sizes and that control for potential confounders.

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Section: Discussionmentioning

confidence: 99%

“…Eight (23.5%) studies did not report age (18,51,52,55,67,72,75,77). Studies were conducted in both genders, except Heshmat et al (73), which was conducted only in boys.…”

Section: Participantsmentioning

confidence: 99%

Section: Main Findingsmentioning

confidence: 99%

mentioning

confidence: 99%

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The association between obesity and academic performance in youth: a systematic review

et al. 2017

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“…This measure ranges from 0 to 20, zero (0) being the lowest score and twenty (20) the highest score possible during an academic year according to the Portuguese School System. The validity and reliability of this measure has been evidenced in previous research [32] and is considered to be a robust school performance indicator [3].…”

Section: Academic Performancementioning

confidence: 99%

Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students

Hernández

Moreno‐Murcia

Cid³

et al. 2020

IJERPH

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Background: Individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets. However, an under-researched question lingers over the effect of teacher-induced behaviors on academic outcomes such as grades and performance. The purpose of this study was to examine the relationships between teacher-induced autonomy support and student academic performance considering the mediating effect of basic psychological needs satisfaction, intrinsic motivation, and grit as two-independent factors. Methods: A convenience sample of 474 Sports Science students (Mage = 21.83 years; SD = 3.91) participated in the study. All participants completed a multi-section survey assessing the variables under analysis. Results: The measurement and structural model displayed acceptable fit, hence direct and indirect effects were examined among the variables of interest. Basic psychological needs and intrinsic motivation seem to display a mediating role between perceived autonomy support and academic performance, through perseverance. Contrarily, grit-passion did not exhibit a significant indirect effect. Conclusions: Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers.

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Reframing interventions for optimal child nutrition and childhood obesity: the importance of considering psychological factors

Newson,

Abayomi

2024

Proc. Nutr. Soc.

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This review aims to emphasise the impact of poor nutrition on children’s health and psychological wellbeing, urging those involved in childhood obesity or nutrition services to broaden their intervention approach. Poor nutrition and childhood obesity affect physical and psychological health. The stress of living with obesity further impacts quality of life, wellbeing and self-esteem. Children living with obesity may experience adverse childhood events and stress, and young people are able to recall the impact of psychosocial issues such as experiencing stigma and discrimination. Food is often a coping mechanism for managing negative emotions, perpetuating cycles of emotional coping and unhealthy eating behaviours. UK guidelines recommend family-based, multi-component weight management interventions for children living with obesity. Interventions mainly target health behaviours and utilise behaviour change techniques attempting to directly improve diet and physical activity as behavioural outcomes. Whilst these interventions may show some improvements in psychological wellbeing, there is limited consideration or understanding of the underlying mechanisms of action which indirectly influence engagement and the sustainability of the behaviour change. Lack of attention and inclusion of psychosocial variables in intervention implementation may help explain the variable effectiveness reported across childhood obesity interventions. In conclusion, enhancing the effectiveness of childhood obesity interventions requires a broader approach that fully incorporates psychosocial factors. Those responsible for commissioning, designing and implementing these interventions should adopt a holistic approach that addresses psychological and emotional needs while incorporating underlying mechanisms of action. This shift in focus could result in more sustainable and comprehensive treatment for childhood obesity.

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Do overweight students have lower academic performance than their classmates? A pilot cross sectional study in a middle school in Tehran

Cited by 15 publications

References 32 publications

The association between obesity and academic performance in youth: a systematic review

The association between obesity and academic performance in youth: a systematic review

Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students

Reframing interventions for optimal child nutrition and childhood obesity: the importance of considering psychological factors

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