Relation Between Breakfast Skipping 2 AbstractBreakfast skipping is common in adolescents, but research on the effects of breakfast skipping on school performance is scarce. This current cross-sectional survey study of 605 adolescents aged 11-18 years investigated whether adolescents who habitually skip breakfast have lower end of term grades than adolescents who eat breakfast daily. Additionally, the roles of sleep behavior, namely chronotype, and attention were explored. Results showed that breakfast skippers performed lower at school than breakfast eaters. The findings were similar for younger and older adolescents, and for boys and girls. Adolescents with an evening chronotype were more likely to skip breakfast, but chronotype was unrelated to school performance. Furthermore, attention problems partially mediated the relation between breakfast skipping and school performance. This large-scale study emphasizes the importance of breakfast as a determinant for school performance. The results give reason to investigate the mechanisms underlying the relation between skipping breakfast, attention and school performance in more detail. Proper nutrition is commonly believed to be important for school performance; it is considered to be an essential prerequisite for the potential to learn in children (Taras, 2005). In the western world, where most school-aged children are well nourished, emphasis is placed on eating breakfast for optimal school performance. Eating breakfast might be particularly important during adolescence. Adolescents have high nutritional needs, due to brain development processes and physical growth, while at the same time they have the highest rate of breakfast skipping among school-aged children (Hoyland, Dye, & Lawton, 2009;Rampersaud, 2009). However, not much is known about the effects of breakfast skipping on their school performance. Reviews indicate that only few studies have investigated the relationship between breakfast skipping and school performance in adolescents (Ells et al., 2008;Hoyland et al., 2009;Rampersaud, 2009;Taras, 2005). Therefore, the current study investigated the relation between habitual breakfast consumption and school performance in adolescents attending secondary school (age range 11-18 years). In addition, we explored two potentially important mechanisms underlying this relationship by investigating the roles of sleep behavior and attention.Depending on the definition of breakfast skipping, 10-30% of the adolescents (age range 11-18 years) can be classified as breakfast skippers (Rampersaud, Pereira, Girard, Adams, & Metzl, 2005). Adolescent breakfast skippers are more often girls and more often have a lower level of education (Keski-Rahkonen, Kaprio, Rissanen, Virkkunen, & Rose, 2003;Rampersaud et al., 2005;Shaw, 1998). Adolescent breakfast skippers are characterized by an unhealthy lifestyle, with behaviors such as smoking, irregular exercise, alcohol and drug use. They make more unhealthy food choices and have a higher Body Mass Index (BMI) than breakfast eaters...

This study used a large sample (N=638) of 12-18 year old adolescents to investigate the relationship between academic achievement and temporal discounting, a behavioural measurement of delay of gratification abilities. Neuroscience studies have demonstrated development during adolescence of the areas of the brain involved in delaying immediate gratification in order to achieve long-term goals. This finding may have important consequences for educational practice, as students are frequently required to forsake attractive short-term rewards in favour of less attractive academic long-term alternatives. Results showed that adolescents with an increased ability to delay gratification achieved higher grades then those less able to delay gratification. This relationship was mediated by academic motivation, showing that the effect of delayed gratification abilities on grades was most effective when academic motivation was high. Our results show that the ability to delay gratification may be an individual difference variable that distinguishes high achieving students from their peers. It also highlights that understanding the development of neurocognitive processes can provide a valid contribution to understanding ways in which we can influence academic success.

This study examined age-related changes in a specific aspect of adolescent decision-making, namely the preference for future versus immediate outcomes. A sample of 622 Dutch adolescents aged 12–17 years completed a temporal discounting task. Participants were asked to choose between a delayed reward of €50 or an immediate reward of lower value. The delay interval was varied in three blocks (1 week, 1 month, 6 months). Results showed that preferences for large delayed rewards over smaller immediate rewards increased with age: late adolescents made more long-term decisions than early adolescents. This change was related to educational track. In the lower educational track, an age-related decrease in discounting was found for all three delay intervals. In the higher educational track this decrease only occurred for the 6 month delay interval. However, across all delay intervals enrolment in a higher level educational track was associated with an increased preference for long-term rewards. These results suggest that late adolescents are less susceptible than early adolescents to the competing presence of an immediate reward when making long-term decisions, a skill which becomes increasingly important as they transition into adulthood.

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Executive functions (EF) such as self-monitoring, planning, and organizing are known to develop through childhood and adolescence. They are of potential importance for learning and school performance. Earlier research into the relation between EF and school performance did not provide clear results possibly because confounding factors such as educational track, boy-girl differences, and parental education were not taken into account. The present study therefore investigated the relation between executive function tests and school performance in a highly controlled sample of 173 healthy adolescents aged 12–18. Only students in the pre-university educational track were used and the performance of boys was compared to that of girls. Results showed that there was no relation between the report marks obtained and the performance on executive function tests, notably the Sorting Test and the Tower Test of the Delis-Kaplan Executive Functions System (D-KEFS). Likewise, no relation was found between the report marks and the scores on the Behavior Rating Inventory of Executive Function—Self-Report Version (BRIEF-SR) after these were controlled for grade, sex, and level of parental education. The findings indicate that executive functioning as measured with widely used instruments such as the BRIEF-SR does not predict school performance of adolescents in preuniversity education any better than a student's grade, sex, and level of parental education.