Body mass index and academic achievement in Chinese elementary students: The mediating role of peer acceptance

Lv, Bo; Lv, Liangqiu; Bai, Chuanliang

doi:10.1016/j.childyouth.2019.104593

Cited by 11 publications

(7 citation statements)

References 42 publications

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“…Overweight obese children are more likely to be victims and aggressors of bullying than their normal-weight peers, and studies have found that obese children are subjected to verbal abuse, teasing, and kicking by their peers ( Latner and Stunkard, 2003 ). Lower peer acceptance often predicts lower social support, which severely affects the academic performance of overweight obese children ( Lv et al, 2020 ). In contrast, positive peer relationships are often associated with more material support (e.g., shared learning resources) and emotional support (e.g., mitigating the negative effects of academic stress) from peers, which contributes to superior academic performance ( Gallardo et al, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies based on tracking data of individuals’ BMI from kindergarten to eighth grade found that adolescents with progressively and consistently higher BMI performed worse in reading and mathematics ( Hsu et al, 2019 ). Chinese scholars investigated 1,380 fifth- and sixth-grade students and found that BMI was negatively associated with language and mathematics performance ( Lv et al, 2020 ). Thus, BMI is an important factor influencing academic achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

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Body Mass Index and Academic Achievement Among Chinese Secondary School Students: The Mediating Effect of Inhibitory Control and the Moderating Effect of Social Support

Shi

et al. 2022

Front. Psychol.

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Based on Embodied Cognition Theory, Inhibitory Decline Theory, and Risk Protective Factors Model, this study verified that body mass index (BMI) affects secondary school students’ academic performance through the mechanism of inhibitory control. In addition, it was verified that the strength of this mechanism depends on the teacher, parent, and peer support received by secondary school students. By using height and weight measurements, the classic stroop task, and the social support scale, 264 secondary school students in Shanxi Province, China, were surveyed and their academic performance was collected. The results showed that students with high BMI had poorer academic performance, and inhibitory control partially mediated the effect between BMI and academic performance, with the inhibitory control mediated effect accounting for 36.68% of the total effect. Support from teachers, parents, and peers can ameliorate the negative effects of BMI on academic performance, with teacher support and parental support also ameliorating the negative effects of BMI on inhibitory control. Thus, high BMI impairs inhibitory control and thus has a negative impact on academic performance, which can be buffered by social support.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Body Mass Index and Academic Achievement Among Chinese Secondary School Students: The Mediating Effect of Inhibitory Control and the Moderating Effect of Social Support

Shi

et al. 2022

Front. Psychol.

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“…These data can be interpreted as showing that, in the opinion of the schoolchildren, responsibility for aggressive conduct lies exclusively either with the bully or with the victim. Although it has been documented that, for instance, overweight and obese students tend to be overrepresented both among the victims and aggressors (Lv et al 2020), it is also well established that there are a number of contextual variables which play an active role in the genesis of this peer aggression (Donat et al 2018). Consequently, a second practical implication could be that intervention schemes should make it plain that peer aggression has a marked contextual component, the upshot of which is that ultimately all children are potential victims.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Bullying amongst Spanish Preschool and Primary Schoolchildren with the Use of Comic Strips: Practical and Theoretical Implications

2021

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Bullying research among preschoolers and the early grades of primary school is still scarce. With the aid of a set of cartoons representing prototypical bullying scenes, we interview 120 schoolchildren (50% girls) from kindergarten to third grade (age range: 5.44–9.58) from three mainstream public schools located in the eastern Community of Madrid, in order to analyse their perceptions regarding this phenomenon. Results show that 94.2% (n = 113) of schoolchildren are able to recognize when a partner is victimized. Nevertheless, significant differences were found by grade (p = 0.017), with kindergarteners giving more responses classified as one-off aggressions. Most students (n = 102) empathize with the victims´ emotions and condemn the bullies’ behavior, regardless of their gender (p = 0.637) or grade (p = 0.578). A total of 53.9% (n = 64) of students think these bullying situations are partly caused by previous conflicts; girls are inclined to think this more often than boys (p = 0.003). Furthermore, 53.8% (n = 64) of the students would request help from their schoolteachers if they were bullied, with no statistically significant differences by gender (p = 0.254) or by grade (p = 0.133). These results serve as a rationale to develop bullying prevention programs from a very early school age to provide information regarding its causation and coping strategies, among others.

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“…Notably, several of these hypothesized mechanisms are considered aspects of internalizing behaviors (Bornstein et al, 2010), and thus could negatively impact language development in children (Bornstein et al, 2013; Helland et al, 2018). As such, some authors have hypothesized that BMI and language development could be related through indicators of internalizing problems (e.g., depression; social withdrawal; Lv et al, 2020; Puder & Munsch, 2010). This hypothesis is based on literature documenting pathways from BMI to internalizing problems (Bradley et al, 2008; Patalay & Hardman, 2019) and pathways from internalizing problems to language (Bornstein et al, 2013; Helland et al, 2018).…”

Section: Connections Between Internalizing Problems and Bmimentioning

confidence: 99%

Examining longitudinal associations between internalizing problems, body mass index, and language during childhood.

Bryant¹,

Duncan²,

Marceau³

et al. 2022

Developmental Psychology

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The current study examines the extent to which associations between internalizing problems, body mass index (BMI), and language skills from early (36 months) to late childhood (fifth grade) are due to relatively stable between-child differences, time-specific correlations, or cross-lagged paths. Data from the NICHD study, Early Child Care and Youth Development (N = 1,364) were used. Results showed that internalizing problems and language are significantly and negatively correlated due to relatively stable between-child differences, with some evidence of positive cross-lagged paths, where better language at 36 months, 54 months, and third grade predicted more internalizing problems at the subsequent timepoint, and more internalizing problems at third grade predicted better language at fifth grade. Time-specific associations for BMI showed a negative correlation with language at 36 months and a positive correlation with internalizing problems at 54 months only. Additionally, higher internalizing at third grade predicted higher BMI at fifth grade, though the association was small and no other cross-lagged paths between internalizing and BMI emerged. These findings suggest that previous research documenting cross-lagged associations between BMI and internalizing problems, and between language and internalizing problems may be biased due to between child differences not fully controlled for in prior models. Implications for understanding these key aspects of youth’s healthy development are considered.

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Body mass index and academic achievement in Chinese elementary students: The mediating role of peer acceptance

Cited by 11 publications

References 42 publications

Body Mass Index and Academic Achievement Among Chinese Secondary School Students: The Mediating Effect of Inhibitory Control and the Moderating Effect of Social Support

Body Mass Index and Academic Achievement Among Chinese Secondary School Students: The Mediating Effect of Inhibitory Control and the Moderating Effect of Social Support

Perceptions of Bullying amongst Spanish Preschool and Primary Schoolchildren with the Use of Comic Strips: Practical and Theoretical Implications

Examining longitudinal associations between internalizing problems, body mass index, and language during childhood.

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