Elementary-Aged Achievement: Do Eating Patterns, Body Image, Peer Acceptance, and School Attachment and Climate Contribute?

• In Event: Poster Session 15
  In Poster Session: Human Development 2

Abstract

Eating patterns (breakfast and fruit/vegetable consumption) have been associated with academic achievement and cognition. We aimed to better understand psychological (emotion-driven eating) and behavioral (junk food eating, over-eating, adventurous eating) eating patterns and motives and associations with academic and social outcomes (peer acceptance and school attachment) among 378 midwestern urban/suburban fourth graders. Covariates body image and school climate were both important for both peer acceptance and students’ attachment to school; eating patterns added small additional explanation of variance. Body image and school climate did not predict reading and math, but eating patterns, particularly emotion-driven eating, rose as significantly explaining variance in both math and reading. Implications are important for the level at which parents and schools intervene in these relationships.

Authors

• Cheryl Leigh Somers, Wayne State University

• Erin Elizabeth Centeio, Wayne State University

• Noel Kulik, Wayne State University

• Bridget Piotter

• Nathan A. Mccaughtry, Wayne State University