scholarly journals Fast Eating Is Associated with Increased BMI among High-School Students

Nutrients ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 880
Author(s):  
Petter Fagerberg ◽  
Evangelia Charmandari ◽  
Christos Diou ◽  
Rachel Heimeier ◽  
Youla Karavidopoulou ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
School Lunch ◽  
Mean Difference ◽  
Eating Rate ◽  
School Students ◽  
Individual Level ◽  
Large Correlation ◽  
Z Scores ◽  
First Time

Fast self-reported eating rate (SRER) has been associated with increased adiposity in children and adults. No studies have been conducted among high-school students, and SRER has not been validated vs. objective eating rate (OBER) in such populations. The objectives were to investigate (among high-school student populations) the association between OBER and BMI z-scores (BMIz), the validity of SRER vs. OBER, and potential differences in BMIz between SRER categories. Three studies were conducted. Study 1 included 116 Swedish students (mean ± SD age: 16.5 ± 0.8, 59% females) who were eating school lunch. Food intake and meal duration were objectively recorded, and OBER was calculated. Additionally, students provided SRER. Study 2 included students (n = 50, mean ± SD age: 16.7 ± 0.6, 58% females) from Study 1 who ate another objectively recorded school lunch. Study 3 included 1832 high-school students (mean ± SD age: 15.8 ± 0.9, 51% females) from Sweden (n = 748) and Greece (n = 1084) who provided SRER. In Study 1, students with BMIz ≥ 0 had faster OBER vs. students with BMIz < 0 (mean difference: +7.7 g/min or +27%, p = 0.012), while students with fast SRER had higher OBER vs. students with slow SRER (mean difference: +13.7 g/min or +56%, p = 0.001). However, there was “minimal” agreement between SRER and OBER categories (κ = 0.31, p < 0.001). In Study 2, OBER during lunch 1 had a “large” correlation with OBER during lunch 2 (r = 0.75, p < 0.001). In Study 3, fast SRER students had higher BMIz vs. slow SRER students (mean difference: 0.37, p < 0.001). Similar observations were found among both Swedish and Greek students. For the first time in high-school students, we confirm the association between fast eating and increased adiposity. Our validation analysis suggests that SRER could be used as a proxy for OBER in studies with large sample sizes on a group level. With smaller samples, OBER should be used instead. To assess eating rate on an individual level, OBER can be used while SRER should be avoided.

scholarly journals Predicting Real-Life Eating Behaviours Using Single School Lunches in Adolescents

Nutrients ◽  
2019 ◽  
Vol 11 (3) ◽  
pp. 672 ◽  
Author(s):  
Billy Langlet ◽  
Petter Fagerberg ◽  
Anastasios Delopoulos ◽  
Vasileios Papapanagiotou ◽  
Christos Diou ◽  
...  
Keyword(s):  
High School Students ◽  
Food Intake ◽  
Real Life ◽  
School Lunch ◽  
High Energy ◽  
Eating Rate ◽  
Eating Behaviours ◽  
School Lunches ◽  
School Students ◽  
Intra Class Correlation

Large portion sizes and a high eating rate are associated with high energy intake and obesity. Most individuals maintain their food intake weight (g) and eating rate (g/min) rank in relation to their peers, despite food and environmental manipulations. Single meal measures may enable identification of “large portion eaters” and “fast eaters,” finding individuals at risk of developing obesity. The aim of this study was to predict real-life food intake weight and eating rate based on one school lunch. Twenty-four high-school students with a mean (±SD) age of 16.8 yr (±0.7) and body mass index of 21.9 (±4.1) were recruited, using no exclusion criteria. Food intake weight and eating rate was first self-rated (“Less,” “Average” or “More than peers”), then objectively recorded during one school lunch (absolute weight of consumed food in grams). Afterwards, subjects recorded as many main meals (breakfasts, lunches and dinners) as possible in real-life for a period of at least two weeks, using a Bluetooth connected weight scale and a smartphone application. On average participants recorded 18.9 (7.3) meals during the study. Real-life food intake weight was 327.4 g (±110.6), which was significantly lower (p = 0.027) than the single school lunch, at 367.4 g (±167.2). When the intra-class correlation of food weight intake between the objectively recorded real-life and school lunch meals was compared, the correlation was excellent (R = 0.91). Real-life eating rate was 33.5 g/min (±14.8), which was significantly higher (p = 0.010) than the single school lunch, at 27.7 g/min (±13.3). The intra-class correlation of the recorded eating rate between real-life and school lunch meals was very large (R = 0.74). The participants’ recorded food intake weights and eating rates were divided into terciles and compared between school lunches and real-life, with moderate or higher agreement (κ = 0.75 and κ = 0.54, respectively). In contrast, almost no agreement was observed between self-rated and real-life recorded rankings of food intake weight and eating rate (κ = 0.09 and κ = 0.08, respectively). The current study provides evidence that both food intake weight and eating rates per meal vary considerably in real-life per individual. However, based on these behaviours, most students can be correctly classified in regard to their peers based on single school lunches. In contrast, self-reported food intake weight and eating rate are poor predictors of real-life measures. Finally, based on the recorded individual variability of real-life food intake weight and eating rate, it is not advised to rank individuals based on single recordings collected in real-life settings.

scholarly journals Identity profiles and digital engagement among Finnish high school students

2018 ◽  
Vol 12 (1) ◽  
Author(s):  
Rasmus Mannerström ◽  
Lauri Hietajärvi ◽  
Joona Muotka ◽  
Katariina Salmela-Aro
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Competence ◽  
School Students ◽  
Identity Exploration ◽  
Ict Use ◽  
Digital World ◽  
Digital Engagement ◽  
First Time ◽  
Identity Task

Developing a stable personal identity is considered a more precarious task in today’s society than hitherto. Skilful digital engagement may, however, constitute a valuable asset in necessary identity exploration and commitment. Applying a person-oriented approach, we examined for the first time how identity profiles are associated with digital engagement, operationalized as digital competence, gaming seriousness, type of internet activity and excessive ICT use. After controlling for gender, life satisfaction and parental SES, this study of a Finnish high school sample (N = 932) revealed that adolescents with future commitments and some exploration of options (achievement, searching moratorium) were the most advanced in digital skills and, in the former case, least prone to excessive ICT use. By contrast, adolescents desperately trying to solve the identity task (ruminative moratorium) scored highest on friendship-driven internet activity and excessive ICT use, whereas diffused individuals had the weakest digital competence. No differences between the profiles emerged regarding gaming and interest-driven internet activity. The results suggest that the digital world and related devices are purposeful tools for shaping and maintaining healthy identity commitments.

scholarly journals Popularização da sustentabilidade: análise de uma integração ensino médio-graduação

2020 ◽  
Vol 11 (1) ◽  
pp. 97-112
Author(s):  
Daniel Baron ◽  
Carlos Gustavo Momberg da Silva ◽  
Sandra Cristina Oliveira Almeida ◽  
Meire Maria Cordeiro ◽  
Ester Almeida Helmer
Keyword(s):  
High School ◽  
High School Students ◽  
School Lunch ◽  
Vegetable Production ◽  
Public High School ◽  
School Students ◽  
Collaborative Project ◽  
Hydroponic System ◽  
Popularization Of Science ◽  
Public High School Students

Neste estudo nosso objetivo foi analisar contextos de aprendizagem propiciados por um projeto de colaboração entre Universidade/Escola Pública, empregando como tema norteador conceitos sobre a produção vegetal sustentável. Esta proposta envolveu estudantes universitários na popularização da ciência sobre a necessidade de otimizar os recursos naturais disponíveis, bem como a reciclagem de materiais descartados, a partir do aperfeiçoamento de professores e de estudantes do ensino médio público. O compartilhamento dialógico entre os estudantes de ambas as instituições de ensino possibilitou a experimentação de novos modos e ações, a fim de solucionar problemas como a armazenamento de águas pluviais, compostagem de restos de merenda escolar e reutilização de materiais reciclados para confecção de sistema hidropônico para o cultivo de hortaliças e plantas medicinais. Palavras-chave: Águas pluviais; Compostagem; Hidroponia; Reaproveitamento Popularization of sustainability: analysis of a high school-college integration Abstract: This study aimed to analyze learning contexts provided by a collaborative project between High School and college using concepts on sustainable vegetable production as guiding theme. This proposal involved university students in the popularization of science on the need for optimizing available natural resources and recycling of materials based on the training of public high school students and teachers. The dialogical sharing among students of both education institutions enabled experimentation with new modes and actions to solve problems such as storage of rainwater, composting of school lunch leftovers and reuse of recycled materials to make a hydroponic system for the cultivation of vegetables and medicinal plants. Keywords: Rainwater; Compositing; Hydroponics; Reuse

scholarly journals The Implementation of Tactical Approach in Developing Football Games Performance and Understanding of Junior High School Students

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
S Sucipto
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mean Difference ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference

The purpose of this study was to implement the tactical approach in developing junior high school students’ understanding and games performance in football. The method used in this research was experimental method with pre-test post-test control group design. The research involved two groups, including experimental group with tactical approach intervention and a group with technical approach intervention for developing understanding and skills in playing football of junior high school students. Two instruments were used in this study, namely (1) cognition instrument, multiple choice type, with C1 to C3 difficulty levels to measure students’ understanding in football games learning and (2) Game Performance Assessment Instrumen (GPAI) for measuring football games performance. The reseach involved junior high school students in Bandung. The data collected were analysed by using one-way MANOVA to see the relationship between the groups related to the development of uderstanding and enjoyment. The result of the analysis showed that the t value of understanding variable was -1.64 and significant at the level 0,05 (0,05≤ 0,05) with mean differences -1.32. It showed that there was a significant difference between the tactical and technical group in understanding aspect. Meanwhile, in football games performancevariable, the t value was -5.71 and significant at the level 0,00 (0,00 ≤ 0,05) with mean difference -3.97. It showed that there was a significant difference between the tactical and technical group in football playing skills. According to the result of analysis, it concludes that (1) The implementation of the tactical approach had an effect on students’ understanding in football games learning, (2) The implementation of tactical approach had an effect on games performance of the students in football games learning. AbstrakTujuan utama penelitian ini adalah mengimplementasikan pendekatan taktis terhadap pengembangan pemahaman dan keterampilan bermain sepak bola siswa SMP. Metode yang akan digunakan dalam penelitian ini adalah eksperimen dengan rancangan pretest posttest control group design. Melibatkan  dua kelompok, yaitu satu kelompok eksperimen dengan intervensi pendekatan taktis dan satu kelompok dengan intervensi pendekatan teknis (tradisional) terhadap pengembangan  pemahaman  dan keterampilan bermain sepakbola siswa SMP. Terdapat dua instrument yang akan digunakan dalam penelitian ini yaitu (1) instrument kognisi jenis multiple choise pada tingkat kesukaran C1 sampai dengan C3 yang akan digunakan untuk mengukur pemahaman siswa dalam permbelajaran bermain sepak bola, (2) instrument tes keterampilan bermain sepakbola dengan menggunakan Game Permomance Assessment Instrumen (GPAI). Penelitian akan dilakukan pada siswa-siswi SMP dilingkungan kota Bandung. Semua data yang diperoleh akan analisis dengan menggunakan teknik manova satu jalur yang bertujuan untuk melihat pengaruh antar kelompok baik pada pengembangan pemahaman dan kesenangan secara bersama-sama maupun masing-masing variabel. Hasil analisis menunjukan bahwa pada variable pemahaman diperoleh nilai t sebesar -1.64 dan signifikan pada 0,05 (0,05 ≤ 0,05) dengan mean difference sebesar -1.32. Hal tersebut menunjukan bahwa terdapat perbedaan yang signifikan antara kelompok taktis dan teknis terhadap pemahaman Sedangkan pada variable keterampilan bermain sepak bola diperoleh nilai t sebesar -5.71 dan signifikan pada 0,00 (0,00 ≤ 0,05) dengan mean difference sebesar -3.97. Hal tersebut menunjukan bahwa terdapat perbedaan yang signifikan antara kelompok taktis dan teknis terhadap keterampilan bermain sepak bola. Berdasarkan hasil analisis tersebut dapat disimpulkan bahwa (1) Implementasi pendekatan taktis memberikan pengaruh terhadap pemahaman siswa dalam pembalajaran sepak bola, (2) Implementasi pendekatan taktis memberikan pengaruh terhadap keterampilan dasar bermain sepak bola siswa dalam pembalajaran sepak bola.

A multilevel analysis of change in hatred of academic work during high school: focusing on the sociocultural background of Korea

2019 ◽  
Vol 29 (2) ◽  
pp. 166-176 ◽  
Author(s):  
Minyoung Lee ◽  
Soohyun Cho ◽  
Sang Min Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Autonomy Support ◽  
Economic Status ◽  
School Students ◽  
Individual Level ◽  
Policy Interventions ◽  
The Individual ◽  
Multilevel Growth Model

AbstractDevelopment of academic hatred was examined at four time points across 7 months among 1,015 South Korean high school students. A multilevel growth model showed that the baseline of, and change in, academic hatred varied across individuals and classrooms. At the individual level, gender, parents’ academic pressure, depression, and test anxiety were related to the initial level of academic hatred; gender and test anxiety were associated with a decrease in academic hatred over time. At the class level, lower socio-economic status and higher teachers’ autonomy support were associated with a lower baseline of academic hatred, and higher teachers’ autonomy support decreased academic hatred. Influence mechanisms of protective and risk factors on students’ academic hatred can be considered for strategic and policy interventions.

Changes in children’s consumption of tomatoes through a school lunch programme developed by agricultural high-school students

2012 ◽  
Vol 72 (5) ◽  
pp. 545-554 ◽  
Author(s):  
Midori Ishikawa ◽  
Nozomi Kubota ◽  
Keita Kudo ◽  
Martin Meadows ◽  
Atsuko Umezawa ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
School Lunch ◽  
School Students
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