Association between Frequency of Ready-to-Eat Cereal Consumption, Nutrient Intakes, and Body Mass Index in Fourth- to Sixth-Grade Low-Income Minority Children

Frantzen, Lana Balvin; Treviño, Roberto P.; Echon, Roger M.; Garcia-Dominic, Oralia; DiMarco, Nancy M.

doi:10.1016/j.jand.2013.01.006

Cited by 28 publications

(44 citation statements)

References 41 publications

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“…The score ranges from normal, mild, moderate to severe and extremely severe. Depressive symptoms are including: mild (score 10-13), moderate (score [14][15][16][17][18][19][20] and severe (score > 21) and stress symptoms are including: mild (score [15][16][17][18], moderate (score [19][20][21][22][23][24][25] and severe (score > 26).…”

Section: Measurementsmentioning

confidence: 99%

See 1 more Smart Citation

Unhealthy diet practice and symptoms of stress and depression among adolescents in Pasir Gudang, Malaysia

Tajik

Latiffah

Awang

et al. 2016

Obesity Research & Clinical Practice

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Section: Measurementsmentioning

confidence: 99%

“…Main meals can show the quality of diet and routine eating meals is more likely to provide favourable nutrient intakes [6,19]. Skipping main meals can negatively affect adolescents' problemsolving ability that is an important factor to manage stress [20].…”

Section: Introductionmentioning

confidence: 99%

Unhealthy diet practice and symptoms of stress and depression among adolescents in Pasir Gudang, Malaysia

Tajik

Latiffah

Awang

et al. 2016

Obesity Research & Clinical Practice

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“…Children who habitually consume breakfast are more likely to have favorable nutrient intakes including higher intake of dietary fiber, total carbohydrate and lower total fat and cholesterol (Deshmukh-Taskar et al, 2010). Breakfast also makes a large contribution to daily micronutrient intake (Balvin Frantzen et al, 2013). Iron, B vitamins (folate, thiamine, riboflavin, niacin, vitamin B 6 , and vitamin B 12 ) and Vitamin D are approximately 20–60% higher in children who regularly eat breakfast compared with breakfast skippers (Gibson, 2003).…”

Section: Introductionmentioning

confidence: 99%

The effects of breakfast on behavior and academic performance in children and adolescents

Adolphus¹,

Lawton²,

Dye³

2013

Front. Hum. Neurosci.

250

214

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Breakfast consumption is associated with positive outcomes for diet quality, micronutrient intake, weight status and lifestyle factors. Breakfast has been suggested to positively affect learning in children in terms of behavior, cognitive, and school performance. However, these assertions are largely based on evidence which demonstrates acute effects of breakfast on cognitive performance. Less research which examines the effects of breakfast on the ecologically valid outcomes of academic performance or in-class behavior is available. The literature was searched for articles published between 1950–2013 indexed in Ovid MEDLINE, Pubmed, Web of Science, the Cochrane Library, EMBASE databases, and PsychINFO. Thirty-six articles examining the effects of breakfast on in-class behavior and academic performance in children and adolescents were included. The effects of breakfast in different populations were considered, including undernourished or well-nourished children and adolescents from differing socio-economic status (SES) backgrounds. The habitual and acute effects of breakfast and the effects of school breakfast programs (SBPs) were considered. The evidence indicated a mainly positive effect of breakfast on on-task behavior in the classroom. There was suggestive evidence that habitual breakfast (frequency and quality) and SBPs have a positive effect on children's academic performance with clearest effects on mathematic and arithmetic grades in undernourished children. Increased frequency of habitual breakfast was consistently positively associated with academic performance. Some evidence suggested that quality of habitual breakfast, in terms of providing a greater variety of food groups and adequate energy, was positively related to school performance. However, these associations can be attributed, in part, to confounders such as SES and to methodological weaknesses such as the subjective nature of the observations of behavior in class.

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“…Children who habitually consume breakfast are more likely to have favorable nutrient intakes including higher intake of dietary fiber, total carbohydrate and lower total fat and cholesterol (Deshmukh-Taskar et al, 2010). Breakfast also makes a large contribution to daily micronutrient intake (Balvin Frantzen et al, 2013). Iron,B vitamins (folate,thiamine,riboflavin,niacin,vitamin B 6 ,and vitamin B 12 ) and Vitamin D are approximately 20-60% higher in children who regularly eat breakfast compared with breakfast skippers (Gibson, 2003).…”

Section: Introductionmentioning

confidence: 99%

Dietary Intake and Plasma Levels of Choline and Betaine in Children with Autism Spectrum Disorders

Adolphus¹,

Lawton²,

Dye³

2015

Prenatal and Childhood Nutrition

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Breakfast consumption is associated with positive outcomes for diet quality, micronutrient intake, weight status and lifestyle factors. Breakfast has been suggested to positively affect learning in children in terms of behavior, cognitive, and school performance. However, these assertions are largely based on evidence which demonstrates acute effects of breakfast on cognitive performance. Less research which examines the effects of breakfast on the ecologically valid outcomes of academic performance or in-class behavior is available. The literature was searched for articles published between 1950-2013 indexed in Ovid MEDLINE, Pubmed, Web of Science, the Cochrane Library, EMBASE databases, and PsychINFO. Thirty-six articles examining the effects of breakfast on in-class behavior and academic performance in children and adolescents were included. The effects of breakfast in different populations were considered, including undernourished or well-nourished children and adolescents from differing socio-economic status (SES) backgrounds. The habitual and acute effects of breakfast and the effects of school breakfast programs (SBPs) were considered. The evidence indicated a mainly positive effect of breakfast on on-task behavior in the classroom. There was suggestive evidence that habitual breakfast (frequency and quality) and SBPs have a positive effect on children's academic performance with clearest effects on mathematic and arithmetic grades in undernourished children. Increased frequency of habitual breakfast was consistently positively associated with academic performance. Some evidence suggested that quality of habitual breakfast, in terms of providing a greater variety of food groups and adequate energy, was positively related to school performance. However, these associations can be attributed, in part, to confounders such as SES and to methodological weaknesses such as the subjective nature of the observations of behavior in class.

show abstract

Association between Frequency of Ready-to-Eat Cereal Consumption, Nutrient Intakes, and Body Mass Index in Fourth- to Sixth-Grade Low-Income Minority Children

Cited by 28 publications

References 41 publications

Unhealthy diet practice and symptoms of stress and depression among adolescents in Pasir Gudang, Malaysia

Unhealthy diet practice and symptoms of stress and depression among adolescents in Pasir Gudang, Malaysia

The effects of breakfast on behavior and academic performance in children and adolescents

Dietary Intake and Plasma Levels of Choline and Betaine in Children with Autism Spectrum Disorders

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