Literature review: nutritional factors influencing academic achievement in school age children

Prangthip, Pattaneeya; Soe, Yee Mon; Signar, Jean Faulan

doi:10.1515/ijamh-2018-0142

Cited by 11 publications

(8 citation statements)

References 45 publications

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“…Students' consumption of nutritious food has an impact on doing exams at school. They show better behavior (e.g., school attendance and complete assignments accurately), compared to students who do not consume nutritious food [27]. Other studies also report that obesity has been shown to have a poor impact on academic achievement [28][29][30].…”

Section: Effect Of Bmi On Pe Learning Outcomesmentioning

confidence: 99%

Evaluation of Several Factors that Affect the Learning Outcomes of Physical Education

Firdaus¹,

Hartoto²,

Hariyanto³

et al. 2023

saj

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Success in learning Physical Education (PE)is a benchmark for students to apply health values throughout their lives. Therefore, this study aims to investigate and evaluate factors related to the achievement of PE learning outcomes, namely Body Mass Index (BMI), Physical Fitness (PF), and learning motivation. A total of 75 male students from Madrasah Tsanawiyah (junior high school) in the city of Padang, West Sumatra, Indonesia participated in this study. Characteristics of the participants were grade eight aged ± 14.4 years, body height ± 152.9 cm, and body weight ± 53.5 kg. Data collection procedures consisted of anthropometric measurements, Indonesian physical fitness tests, questionnaires for learning motivation, and student report card scores for PE learning outcomes. Then, data were analyzed using path analysis. The results showed that BMI, PF, and learning motivation are several important factors to consider in achieving PE learning outcomes (P<0.05). Total overall direct and indirect influence through learning motivation is 72.42%. Of these three factors, learning motivation is the dominant factor affecting PE learning outcomes (24.90%), without neglecting PF (8.47%) and BMI (4.62%). In conclusion, students who have a good BMI and PF, are not enough to obtain optimal learning results without high learning motivation. Future research is important to analyze other factors that affect the learning outcomes of PE.

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Section: Effect Of Bmi On Pe Learning Outcomesmentioning

confidence: 99%

Evaluation of Several Factors that Affect the Learning Outcomes of Physical Education

Firdaus¹,

Hartoto²,

Hariyanto³

et al. 2023

saj

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“…Micronutrients like n-3 fatty acids, iron, iodine, zinc and B vitamins contribute to brain and cognitive development, memory and learning abilities (5) . Nutrient-rich diets positively influence cognitive function, concentration and academic performance (6) .…”

Section: The Importance Of Childhood Nutritionmentioning

confidence: 99%

“…Nutrient deficiencies and poor diets have consequences which include various psychological and cognitive challenges (to recap: having a negative impact on brain and cognitive development (5) , cognitive functioning, concentration, memory (6) , attention (12) , intelligence (13) , poor mental health (17) and lower mental well-being (18) , links to Attention Deficit Hyperactivity Disorder (14,15) and lower academic performance (6) ). Hence, healthcare and public health professionals need to consider how they assess these psychological and cognitive needs, and how any challenges associated with such needs are integrated into population based or targeted interventions.…”

Section: Key Learning Pointmentioning

confidence: 99%

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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“…Pendidikan yang baik mengarah pada peningkatan produktivitas, cara makan yang lebih baik dan penggunaan fasilitas perawatan kesehatan. [15][16] Merujuk pada hasil penelitian terkait hubungan tingkat konsumsi zat besi terhadap prestasi belajar remaja putri yang tercantum pada Tabel 8 bahwa tingkat konsumsi zat besi tidak berhubungan signifikan terhadap prestasi belajar Bahasa Indonesia nilai p = 0,096 (> 0,05), tingkat konsumsi zat besi tidak berhubungan signifikan terhadap prestasi belajar Matematika nilai p = 0,889 (> 0,05), tingkat konsumsi zat besi tidak berhubungan signifikan terhadap prestasi belajar Bahasa Inggris nilai p = 0,572 (> 0,05) dan tingkat konsumsi zat besi tidak berhubungan signifikan terhadap prestasi belajar Ilmu Pengetahuan Alam nilai p = 0,416 (> 0,05). Penelitian ini sejalan atas penelitian oleh Azzahra terkait mengetahui antara tingkat konsumsi zat besi (Fe) terhadap prestasi belajar pada remaja usia 10-19 tahun di SMA IT Daarul Rahman III bahwa tidak terdapat korelasi yang signifikan antara prestasi belajar dengan asupan zat besi (p value = 0,606).…”

Section: Pembahasanunclassified

Hubungan Antara Status Gizi, Asupan Zat Besi Dan Seng Dengan Prestasi Belajar Pada Remaja Putri Di SMP Santo Yoseph

Sri Widiani,

Mestika Mayangsari,

Witarini

et al. 2024

eum

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ABSTRAK Remaja adalah periode peralihan dari masa anak menjadi dewasa. Perkembangan remaja merupakan kompleks dengan pubertas, kematangan neurokognitif, transisi peran sosial, konsekuensi peningkatan kebutuhan terhadap nutrisi. Remaja putri membutuhkan zat gizi tiga kali lebih tinggi dari pria karena setiap bulan remaja putri mengalami menstruasi. Status gizi, zat besi dan seng adalah salah satu aspek penting mikronutrient yang mempengaruhi prestasi akademik remaja putri. Penelitian ini dilakukan untuk mengetahui hubungan status gizi, tingkat konsumsi zat besi (Fe) dan seng (Zn) dengan prestasi belajar pada remaja putri di SMP Santo Yoseph Denpasar. Penelitian ini menggunakan metode cross sectional. Instrumen dalam penelitian ini adalah kuesioner sosiodemografi, form food recall 1x24 jam, nilai rapor siswi kelas IX dan status gizi dinilai melalui Indeks Massa Tubuh. Hasil penelitian ini mengungkapkan sebagian besar responden (60,4%) dengan status gizi normal, sebagian besar responden (84,9%) dengan tingkat konsumsi zat besi kurang dan paling banyak responden (71,7%) memiliki tingkat konsumsi seng kurang. Prestasi belajar sebagian besar siswi memiliki prestasi belajar tinggi dalam mata pelajaran Bahasa Indonesia (78,3%), Matematika (73,6%), Bahasa Inggris (80,2%) dan Ilmu Pengetahuan Alam (92,5%). Tidak ditemukan hubungan antara status gizi dengan prestasi belajar Bahasa Indonesia (p=0,241), Matematika (p=0,288), Bahasa Inggris (p=0,690), dan IPA (p=0,327). Tingkat konsumsi zat besi tidak memiliki hubungan dengan prestasi belajar Bahasa Indonesia (p=0,096), Matematika (p=0,889), Bahasa Inggris (p=0,572), dan IPA (p=0,416). Tingkat konsumsi seng tidak memiliki hubungan dengan prestasi belajar Bahasa Indonesia (p=0,436), Matematika (p=0,971), Bahasa Inggris (p=0,568), dan IPA (p=0,829). Kata Kunci: Status Gizi, Zat Besi, Seng, Prestasi Belajar, Remaja Putri

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Literature review: nutritional factors influencing academic achievement in school age children

Cited by 11 publications

References 45 publications

Evaluation of Several Factors that Affect the Learning Outcomes of Physical Education

Evaluation of Several Factors that Affect the Learning Outcomes of Physical Education

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

Hubungan Antara Status Gizi, Asupan Zat Besi Dan Seng Dengan Prestasi Belajar Pada Remaja Putri Di SMP Santo Yoseph

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