Decreased Scholastic Achievement in Overweight Middle School Students

Department of Kinesiology, Temple University, Philadelphia, Pennsylvania, USA.
Obesity (Impact Factor: 4.39). 07/2008; 16(7):1535-8. DOI: 10.1038/oby.2008.254
Source: PubMed

ABSTRACT The purpose of this study was to investigate whether overweight students achieved a lower relative degree of scholastic achievement compared to nonoverweight students. Subjects consisted of 6th and 7th grade students enrolled in a large public middle school in a suburb of Philadelphia, Pennsylvania. We compared grade point averages (GPAs), nationally standardized reading scores, school detentions, school suspensions, school attendance, tardiness to school, physical fitness test scores, and participation on school athletic teams among nonoverweight, at risk for overweight, and overweight students. Overweight students achieved lower grades (P<0.001) and lower physical fitness scores (P<0.0001) than their nonoverweight peers. Overweight students demonstrated a 0.4 letter grade lower GPA (on a 4.00 scale) and 11% lower national percentile reading scores than their nonoverweight peers. The overweight students also demonstrated significantly more detentions, worsened school attendance, more tardiness to school, and less participation on school athletic teams than their nonoverweight peers. Our study suggests that body mass is an important indicator of scholastic achievement, attendance, behavior, and physical fitness among middle school students, reiterating the need for healthy lifestyle intervention and prevention measures.


Available from: Jeffrey R Lidicker, Apr 24, 2015
  • Circulation 02/2011; 123(7):816-32. DOI:10.1161/CIR.0b013e31820a5528 · 14.95 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: In countries with high differentiation between academic and vocational education, an individual's future prospects are strongly determined by the educational track to which he or she is assigned. This large-scale, cross-sectional study focuses on low-performing students in academic tracks who face being moved to a vocational track. If more is understood about these students, measures could be taken to improve their performance and keep them within academic education. The study investigates performance patterns in academic tracks in the first three years of secondary school in the Netherlands. By identifying patterns that reveal how competence levels in different domains are related at different stages of development and by comparing low performers with other students, the study sheds light on individual and educational aspects that may be amenable to intervention. School grades were analysed for 1596 students. School performance was found to reflect three domains—languages (language of schooling and modern foreign languages), social studies and science and math—that appear to interact in a process of co-construction. General language skills were robustly related to performance in other domains—particularly social studies—throughout the first three years of secondary school. By comparison, proficiency specifically in the language of schooling was less strongly related to social studies and science and math performance after the first year. Suggestions are given as to how educators and curriculum developers could use these insights to accommodate individual and developmental differences and to develop learning materials that may help low performers keep on track.
    British Educational Research Journal 12/2013; 41(1). DOI:10.1002/berj.3132 · 1.50 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Using a nationally representative sample of 142 783 middle school (13-15 years old) and high school (16-18 years old) students in South Korea, this study examined whether (1) overweight and obesity are more likely to be associated with lower self-reported school performance; (2) overweight and obese students are more likely to enrol in a vocational high school as opposed to a general high school; (3) the association between obesity and poorer self-reported school performance is mediated through body image stress and health status. We found that excess weight was negatively associated with self-reported school performance among middle and general high school students, and that obese students had a higher probability of being enrolled in a vocational over a general high school. We did not find strong evidence on the mediating role of body image stress and health status.
    Journal of obesity 11/2011; 2011:798409. DOI:10.1155/2011/798409