Elementary school lunch categorisation and correlations with dietitian recommendations.
Ontology highlight
ABSTRACT:
SUBMITTER: Latimer LA
PROVIDER: S-EPMC5561551 | biostudies-other | 2016 Jan
REPOSITORIES: biostudies-other
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Project description:BACKGROUND AND AIMS:Among US high school students, alcohol consumption and cigarette smoking are associated with numerous concurrent and future harms. We tested whether multiple elementary school personality dispositions to behave impulsively can predict these addictive behaviors invariably across gender and race. DESIGN AND SETTING:This longitudinal design involved testing whether individual differences on impulsigenic traits in elementary school predicted drinking and smoking 4 years later in high school in 23 public schools in Kentucky, USA. PARTICIPANTS:A total of 1897 youth, mean age 10.33 at wave 1, drawn from urban, rural and suburban backgrounds. MEASUREMENTS:Drinking and smoking frequency were assessed by single-item questions. The key predictors were impulsigenic traits measured with the UPPS-P Child Version impulsive behavior scale. Important covariates included were pubertal status, depression, negative affect and positive affect; each was assessed by self-report. FINDINGS:Three personality traits measured in 5th grade, each representing different dispositions to engage in impulsive behavior, predicted drinking and smoking in 9th grade above and beyond other risk factors and 5th grade drinking and smoking. Specifically, urgency (b = 0.10, 0.13), sensation-seeking (b = 0.13, 0.07) and low conscientiousness (b = 0.14, 0.11) each uniquely predicted both high school drinking and smoking, respectively. There was no evidence that any trait predicted either outcome more strongly than the other traits, nor was there evidence that predictive results varied by gender or race. CONCLUSIONS:Three personality traits (urgency, sensation-seeking and low conscientiousness), when measured in 11-year-old children, predict those children's drinking and smoking behavior individually at age 15. The effects are invariant across gender and race.
| S-EPMC5633512 | biostudies-literature
Project description:School environment refers to the set of relationships that occur among members of a school community that are determined by structural, personal, and functional factors of the educational institution, which provide distinctiveness to schools. The school environment is an important factor when evaluating student well-being. Previous findings have shown that variables such as physical, academic, and social dimensions influence school environments. This research seeks to explain the relationship between school environment and the well-being of primary education students. To carry out this research, a total of 405 students from four public elementary schools in northwestern Mexico were selected to participate. The instrument used to measure the variables and the relationship of school environment and well-being is based on the three dimensions of school environment proposed by Kutsyuruba et al. (2015): Physical, social, and academic. Statistical analyses were carried out to determine the reliability and validity of the measurement scales using SPSS V20 and EQS software. Confirmatory factor analysis models were tested to determine the construct validity of each scale; then, an analysis via structural equation modeling was made to form an explanatory model obtaining acceptable practical and statistical indicators. Among the relationships in this study, our research identified the variable of school environments as an outcome determined by physical, academic, and social factors. School environment and student well-being variables were also found to be correlated.
| S-EPMC7098376 | biostudies-literature
Project description:Memorizing the multiplication table is a major challenge for elementary school students: there are many facts to memorize, and they are often similar to each other, which creates interference in memory. Here, we examined whether learning would improve if the degree of interference is reduced, and which memory processes are responsible for this improvement. In a series of 16 short training sessions over 4 weeks, first-grade children learned 16 multiplication facts-4 facts per week. In 2 weeks the facts were dissimilar from each other (low interference), and in 2 control weeks the facts were similar (high interference). Learning in the low-similarity, low-interference weeks was better than in the high-similarity weeks. Critically, this similarity effect originated in the specific learning context, i.e., the grouping of facts to weeks, and could not be explained as an intrinsic advantage of certain facts over others. Moreover, the interference arose from the similarity between facts in a given week, not from the similarity to previously learned facts. Similarity affected long-term memory-its effect persisted 7 weeks after training has ended; and it operated on long-term memory directly, not via the mediation of working memory. Pedagogically, the effectiveness of the low-interference training method, which is dramatically different from currently used pedagogical methods, may pave the way to enhancing how we teach the multiplication table in school.
| S-EPMC9716515 | biostudies-literature
Project description:Social relationships are pivotal for human beings. Yet, we still lack a complete understanding of the types and conditions of social relationships that facilitate learning among children. Here, we present the results of a study involving 855 elementary school children from 14 different public schools in Chile designed to understand their social learning strategies in classrooms. We mapped students' social relationships using a behavioral experiment-a non-anonymous social dilemma-that allows us to measure cooperation and infer reciprocal and asymmetrical relationships between peers. We implemented the experiment synchronously in each classroom using networked tablets and a friendly user interface to mitigate cognitive barriers and boost students' engagement. Using regression models, we found a positive and significant association between reciprocity and academic performance. This result holds after controlling for class attendance, sex, parents' education, social status, individual cooperative dispositions, and fixed effects per class group. Finally, using a difference-in-difference framework, we found robust evidence that reciprocity heightens academic performance by comparing two consecutive academic semesters. This effect is heterogeneous and is considerably more prominent for the top 20% students experiencing higher levels of reciprocity in their social relationships. We expect these results to inform cooperative learning interventions in elementary education.
| S-EPMC9763753 | biostudies-literature
Project description:Objectives:This study was conducted to investigate the effectiveness of a class-based school violence prevention program for elementary school student. Methods:29 students were assigned to the school violence prevention program of 8 sessions, 28 students have been assigned to the control group. We assessed participants at baseline and post-intervention, through their self-report questionnaires such as Children's Depression Inventory (CDI), Strengths and Difficulties Questionnaire and school violence experience, awareness about school violence, and coping ability to school violence. We compared the baseline and post-intervention result of each group and compared the posttest scores between the intervention group and the control group. Results:Comparing the intervention group and the control group, the post-intervention CDI total score and the awareness about school violence showed significant improvement in the intervention group. When compared according to gender, male students' perception of school violence was improved, and female students showed significant differences in CDI scores. Conclusion:The CDI total scores and the perception of school violence were improved in the intervention group compared to the control group. And there are differential pattern of intervention effects according to gender. These findings have important implications to develop effective violence prevention programs.
| S-EPMC7298895 | biostudies-literature
Project description:Children often personify non-living objects, such as puppets and stars. This attribution is considered a healthy phenomenon, which can simulate social exchange and enhance children's understanding of social relationships. In this study, we considered that the tendency of children to engage in personification could potentially be observed in abstract entities, such as numbers. We hypothesized that children tend to attribute personalities to numbers, which diminishes during the course of development. By consulting the methodology to measure ordinal linguistic personification (OLP), which is a type of synesthesia, we quantified the frequency with which child and adult populations engage in number personification. Questionnaires were completed by 151 non-synesthetic children (9-12 years old) and 55 non-synesthetic adults. Children showed a higher tendency than adults to engage in number personification, with respect to temporal consistency and the frequency of choosing meaningful answers. Additionally, children tended to assign unique and exclusive descriptions to each number from zero to nine. By synthesizing the series of analyses, we revealed the process in which number personification diminishes throughout development. In the discussion, we examined the possibility that number personification serves as a discrimination clue to aid children's comprehension of the relationships between numbers.
| S-EPMC6249874 | biostudies-literature
Project description:Reading and math attainment develop during elementary grades. Questions remain, though, about the co-developmental nature of the relation between reading and math. This study examined dynamic, longitudinal pathways between reading and math in first through fourth grades. Participants of the study were 554 academically at-risk children (Mage at the first assessment point = 6.57 years; SD = 0.38) from Texas Project Achieve. Children were assessed utilizing the Woodcock-Johnson-III reading and math measures. Results from dynamic bivariate latent change score models indicated unidirectional longitudinal coupling effects from reading to math. Specifically, average and high levels of reading performance were associated with subsequent gains in math growth, in particular for below average performing children in math. In contrast, low levels of reading performance had negligible or no amplifying influences on change in math growth. The nature of the dynamics was replicated even when controlling for nonverbal cognitive abilities. Results demonstrated that good reading skills pave the way for children to develop their math skills. Such findings underscore the importance of considering reading performance in treating math difficulties.
| S-EPMC7725923 | biostudies-literature
Project description:BackgroundManaging school nonattendance is a priority worldwide. Frequent school nonattendance in early school years has immediate and long-term negative effects. Although strategies to address nonattendance are being developed and implemented, the number of students with school nonattendance issues is increasing. In this study, we explored students' feelings and perceptions about attending school and the potential determinants of a positive attitude towards attending school.MethodsWe hypothesized that a positive perception towards attending school was influenced by relationships, perceptions of current circumstances, subjective health, and having someone to share experiences and thoughts with. For examining the hypothesized model, an original questionnaire with 14 items was developed, including perceptions towards school attendance (an item), relationships with friends and school teachers (5 items), current circumstances (4 items), subjective health (3 items), and the individuals available to share experiences and thoughts with (1 item). In total, 6860 children submitted the questionnaire (85.3% response rate) and 6841 responses were included to examine the model. Children were 10 or 11 years old, and selected from 111 state-run schools in 8 randomly selected school districts.ResultsThe final model demonstrated good fit and showed that the latent variable of relationships with friends and school teachers directly impacted on how children felt about attending school. The latent variable of subjective health also directly impacted on how children felt about attending school but not strongly. Other latent variables were not significant.ConclusionsThe importance of positive relationships with friends and teachers in overcoming school nonattendance has been emphasized in previous studies. This study has provided evidence that these relationships impacted children's positive perception about attending school in a large sample of students aged 10-11 years. The latent variable of subjective health may require more items to capture mental health.
| S-EPMC8317317 | biostudies-literature
Project description:There are no known methods to easily evaluate the dietary salt intake of children. We hypothesized that the salt check sheet, for which validity has been confirmed in both hypertensive outpatients and in the general population, can be used to assess dietary salt intake in children. We enrolled 188 healthy schoolchildren (mean age 11.2 ± 1.1 years, 53.2% boys) and asked them to answer both the salt check sheet and a brief self-administered dietary history questionnaire for Japanese schoolchildren aged 6-18 years (BDHQ15y). The mean total salt check-sheet score was 12.7 ± 4.0 points (range: 4-24 points), and the estimated daily salt intake from the BDHQ15y was 12.1 ± 3.7 g (range: 4.7-27.2 g). The total check-sheet score was significantly positively correlated with the estimated daily salt intake from the BDHQ15y (r = 0.408, P < 0.001). Thirty-one study participants were assigned to the "low" salt group (total score on the salt check sheet was 0-8 points), 78 participants to the "medium" salt group (9-13 points), and 79 participants to the "high and very high" salt group (≥14 points), and a comparison estimating daily salt intake from the BDHQ15y among the three groups was performed. Daily salt-intake levels tended to increase as the group of total check-sheet scores increased: "low" vs "medium" vs "high and very high" salt group levels were 9.5 ± 3.1 vs 11.6 vs 13.5 ± 3.9, respectively (P < 0.001). This demonstrates that the salt check sheet is a useful tool to easily assess dietary salt intake in children.
| S-EPMC8030565 | biostudies-literature
Project description:BackgroundStudies have noted variations in the cost-effectiveness of school-located influenza vaccination (SLIV), but little is known about how SLIV's cost-effectiveness may vary by targeted age group (e.g., elementary or secondary school students), or vaccine consent process (paper-based or web-based). Further, SLIV's cost-effectiveness may be impacted by its spillover effect on practice-based vaccination; prior studies have not addressed this issue.MethodsWe performed a cost-effectiveness analysis on two SLIV programs in upstate New York in 2015-2016: (a) elementary school SLIV using a stepped wedge design with schools as clusters (24 suburban and 18 urban schools) and (b) secondary school SLIV using a cluster randomized trial (16 suburban and 4 urban schools). The cost-per-additionally-vaccinated child (i.e., incremental cost-effectiveness ratio (ICER)) was estimated by dividing the incremental SLIV intervention cost by the incremental effectiveness (i.e., the additional number of vaccinated students in intervention schools compared to control schools). We performed deterministic analyses, one-way sensitivity analyses, and probabilistic analyses.ResultsThe overall effectiveness measure (proportion of children vaccinated) was 5.7 and 5.5 percentage points higher, respectively, in intervention elementary (52.8%) and secondary schools (48.2%) than grade-matched control schools. SLIV programs vaccinated a small proportion of children in intervention elementary (5.2%) and secondary schools (2.5%). In elementary and secondary schools, the ICER excluding vaccine purchase was $85.71 and $86.51 per-additionally-vaccinated-child, respectively. When additionally accounting for observed spillover impact on practice-based vaccination, the ICER decreased to $80.53 in elementary schools -- decreasing substantially in secondary schools. (to $53.40). These estimates were higher than the published practice-based vaccination cost (median = $25.50, mean = $45.48). Also, these estimates were higher than our 2009-2011 urban SLIV program mean costs ($65) due to additional costs for use of a new web-based consent system ($12.97 per-additionally-vaccinated-child) and higher project coordination costs in 2015-2016. One-way sensitivity analyses showed that ICER estimates were most sensitive to the SLIV effectiveness.ConclusionsSLIV raises vaccination rates and may increase practice-based vaccination in primary care practices. While these SLIV programs are effective, to be as cost-effective as practice-based vaccination our SLIV programs would need to vaccinate more students and/or lower the costs for consent systems and project coordination.Trial registrationClinicalTrials.gov NCT02227186 (August 25, 2014), updated NCT03137667 (May 2, 2017).
| S-EPMC6591987 | biostudies-literature