Longitudinal relationship of favorable weight change to academic performance in children

Abstract

Although there is a growing consensus about the positive relationship between prevention of overweight/obesity and academic performance in children, relevant studies targeting the relationship between underweight and academic performance are scarce. This study aimed to examine the longitudinal relationship of favorable weight change to academic performance in schoolchildren. We analyzed 2-year longitudinal data derived from 197 seventh-grade children aged 12-13 years. Academic performance was assessed using the total grade points of five academic subjects. Body mass index (BMI) was calculated as body weight (kg)/height (m 2). A significant interaction effect of baseline BMI and BMI changes over 2 years (B = −0.10, SE B = 0.03, β = −0.40, t =-3.37, p < 0.001) was noted after controlling for confounders such as socioeconomic status, afterschool learning duration, screen time, exercise habits, and cardiorespiratory fitness. When the centered baseline BMI was outside the interval [−2.49, 3.21], the slope of the change in BMI was significant (p < 0.05). Simple slope analyses revealed a positive relationship of weight gain when baseline BMI = mean − 1 SD (B = 0.40, SE B = 0.18, β = 0.31, t = 2.20, p = 0.03) and weight loss when baseline BMI = mean + 1 SD (B = −0.26, SE B = 0.13, β = −0.20, t = −1.97, p = 0.05) to total grade points of five school subjects. A split-group validation was performed and robust results of original analyses were detected (i.e., significant interaction effect of baseline BMI and BMI changes over 2 years (group A: B = −0.11, SE B = 0.05, β = −0.47, t = −2.39, p = 0.02; group B: B = −0.14, SE B = 0.05, β = −0.47, t = −2.78, p = 0.007). Favorable changes in weight status, i.e., weight loss in children with overweight/obesity and weight gain in children with mild underweight/underweight, have a positive influence on academic performance in children independent of socioeconomic factors, learning habits, screen time, exercise habits, and cardiorespiratory fitness.

The Relationship between Overweight/Obesity and Executive Control in College Students: The Mediating Effect of BDNF and 5-HT

“…A recent study on the physical health of Chinese college students reported that the overweight and obesity rates were increasing yearly among the college students [ 3 ]. Remarkably, overweight/obesity in early adulthood are associated with higher risks of cardiovascular disease in late life [ 4 , 5 ], and it also negatively affects academic performance [ 6 , 7 , 8 ] and executive control (EC), becoming evident in accelerated cognitive decline and brain atrophy in later years [ 9 , 10 ]. Executive control plays a pivotal role in executive functions [ 11 ].…”

Changes in anemia and anthropometry during adolescence predict learning outcomes: findings from a 3-year longitudinal study in India

“…Findings from multinational studies have shown that children whose stunting status improved at 5, 6, and 8 y of age performed better in cognitive tests than those who remained stunted throughout or performed similarly to those who were never stunted ( 13 , 30 , 39 ). Similarly, weight gain in underweight Japanese children aged 12–13 y had a positive effect on their academic performance, independently of socioeconomic and lifestyle factors ( 48 ). A randomized controlled trial in Indian adolescent girls and boys found that consumption of high iron-biofortified pearl millet during school meals for 6 mo corrected iron deficiency and improved performance on computerized tests of attention and memory ( 18 ).…”

Exercise makes better mind: a data mining study on effect of physical activity on academic achievement of college students

“…In Spain, after controlling for BMI z-scores, waist circumference, and body fat percentage, the levels of aerobic fitness and motor skills were positively correlated with the grades on math and language tests among 6-18-year-old adolescents (Esteban-Cornejo et al, 2014). Similarly, in Japan, cardiorespiratory fitness and overall health-related fitness were found to have significant positive effect on academic performance among middle school students (Ishihara et al, 2018). Meanwhile, in a study involving 183 college students examining the relationship between physical fitness and academic performance, it was found that, apart from body mass index (BMI), all students' physical fitness tests showed a significant positive correlation with average academic scores, indicating that high levels of physical fitness contribute positively to academic success (Başkurt et al, 2020).…”