A lot more specifically, the study shown an ugly You-shape matchmaking anywhere between Body mass index and you may educational results, indicating you to each other young people skinny and you can over weight try associated with the down informative overall performance 17 . But not, the research working a cross-sectional framework and may also perhaps not train causal inference. Hence, a beneficial longitudinal investigation exploring the results out of positive improvement in pounds position, i.e., putting on weight for the children that have underweight and weightloss for kids which have heavy/obesity, to the educational results in kids try justified.
Accordingly, which 2-season longitudinal investigation aimed to research the partnership out-of pounds position to help you instructional abilities from Japanese students once managing getting confounders (we.e., socioeconomic position, cardiorespiratory fitness, exercise designs, screen big date, and you may reading period). Moreover, this research concerned about the two information of weight transform, we.e., gaining weight in children that have skinny and you will weight-loss in children that have overweight, to provide the fresh new wisdom toward exactly how leading a healthy lifestyle you can expect to determine brand new informative efficiency.
Head studies
The results of the hierarchical regression analysis are presented in Table 2. Steps 1 and 2 of the regression analysis predicting the total grade points of the five school subjects were not significant (?R 2 0.39). Step 3 revealed a significantly increased coefficient of determination (?R 2 = 0.15, p < 0.001). Significant effects of changes in screen time (B = 0.48, SE B = 0.19, ? = 0.22, t = 2.57, p = 0.01) and learning duration (B = 0.68, SE B = 0.18, ? = 0.34, t = 3.82, p < 0.001) over 2 years were noted. Step 4 also revealed a significantly increased coefficient of determination (?R 2 = 0.06, p = 0.02) and a significant interaction effect of BMI at baseline and change in BMI over 2 years (B = ?0.10, SE B = 0.03, ? = ?0.40, t = ?3.37, p < 0.001) was detected. The Johnson–Neyman Interval is shown in Fig. 1a. When centered baseline BMI was outside the interval [?2.49, 3.21], the slope of change in BMI was significant (Fig. 1a; 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, ? = 0.31, t = 2.20, p = 0.03) and weight loss when baseline BMI = mean + 1 SD (B = ?0.26, SE B = 0.13, ? = ?0.20, t = ?1.97, p = 0.05) to the total grade points of the five school subjects (Fig. 1b). This pattern (i.e., interaction effect of BMI at baseline and change in BMI over 2 years) was robustly found across academic subjects (Fig. 1c; Japanese: B = ?0.02, SE B = 0.008, ? = ?0.28, t = ?2.65, p = 0.009; Mathematics: B = ?0.02, SE B = 0.01, ? = ?0.27, t = ?2.40, p = 0.02; Social studies: B = ?0.02, SE B = 0.01, ? = ?0.19, t = ?1.62, p = 0.11; Sciences: B = ?0.02, SE B = 0.009, ? = ?0.23, t = ?1.98, p = 0.05; and English: B = ?0.02, SE B = 0.01, ? = ?0.22, t = ?1.92, p = 0.06).
Show
a Johnson–Neyman Interval. A significant interaction effect of BMI at baseline and change in BMI over 2 years was detected (B = ?0.10, SE B = 0.03, ? = ?0.40, t = ?3.37, p < 0.001). When centered baseline BMI was outside the interval [?2.49, 3.21], the slope of change in BMI was significant. b Results of simple slope analysis. The slope analyses revealed a positive relationship of weight gain when baseline BMI = mean ? 1 SD (B = 0.40, SE B = 0.18, ? = 0.31, t = 2.20, p = 0.03) and weight loss when baseline BMI = mean + 1 SD (B = ?0.26, SE B = 0.13, ? = ?0.20, t = ?1.97, p = 0.05) to the total grade points of the five school subjects. c The results of simple slope analysis for each academic subject. The pattern of the interaction effect of BMI at baseline and change in BMI over 2 years on academic performance was robustly found across academic subjects.