Boys' and Girls' Weight Status and Math Performance From Kindergarten Entry Through Fifth Grade: A Mediated Analysis.
Saved in:
| Title: | Boys' and Girls' Weight Status and Math Performance From Kindergarten Entry Through Fifth Grade: A Mediated Analysis. |
|---|---|
| Authors: | Gable, Sara (AUTHOR), Krull, Jennifer L. (AUTHOR), Chang, Yiting (AUTHOR) |
| Source: | Child Development. Sep/Oct2012, Vol. 83 Issue 5, p1822-1839. 18p. 1 Diagram, 5 Charts. |
| Subjects: | Body weight, Children, Mathematical readiness, Kindergarten, Fifth grade (Education), Multilevel models, Childhood obesity |
| Abstract: | This study tests a mediated model of boys' and girls' weight status and math performance with 6,250 children from the Early Childhood Longitudinal Study. Five data points spanning kindergarten entry (mean age = 68.46 months) through fifth grade (mean age = 134.60 months) were analyzed. Three weight status groups were identified: persistent obesity, later onset obesity, and never obese. Multilevel models tested relations between weight status and math performance, weight status and interpersonal skills and internalizing behaviors, and interpersonal skills and internalizing behaviors and math performance. Interpersonal skills mediated the association between weight status and math performance for girls, and internalizing behaviors mediated the association between weight status and math performance for both sexes, with effects varying by group and time. [ABSTRACT FROM AUTHOR] |
| Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study tests a mediated model of boys' and girls' weight status and math performance with 6,250 children from the Early Childhood Longitudinal Study. Five data points spanning kindergarten entry (mean age = 68.46 months) through fifth grade (mean age = 134.60 months) were analyzed. Three weight status groups were identified: persistent obesity, later onset obesity, and never obese. Multilevel models tested relations between weight status and math performance, weight status and interpersonal skills and internalizing behaviors, and interpersonal skills and internalizing behaviors and math performance. Interpersonal skills mediated the association between weight status and math performance for girls, and internalizing behaviors mediated the association between weight status and math performance for both sexes, with effects varying by group and time. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00093920 |
| DOI: | 10.1111/j.1467-8624.2012.01803.x |
