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Academic performance and nutrition (view source)
Revision as of 11:16, July 12, 2023
, 11:16, July 12, 2023no edit summary
Fast food consumption, on the other hand, has a negative effect on student achievement. Students who had fast food at least seven times in the past week reported significantly lower current GPAs than students who had eaten fast food less than four times or not at all.<ref>[''The influence of eating habits on the academic performance of university students''] by Peter R. Reuter, Bridget L. Forster & Sierra R. Brister, ''Journal of American College Health'', ISSN: 0744-8481 (Print) 1940-3208 (Online) Journal homepage: https://www.tandfonline.com/loi/vach20, https://doi.org/10.1080/07448481.2020.1715986</ref>}}
Fast food consumption, on the other hand, has a negative effect on student achievement. Students who had fast food at least seven times in the past week reported significantly lower current GPAs than students who had eaten fast food less than four times or not at all.<ref>[''The influence of eating habits on the academic performance of university students''] by Peter R. Reuter, Bridget L. Forster & Sierra R. Brister, ''Journal of American College Health'', ISSN: 0744-8481 (Print) 1940-3208 (Online) Journal homepage: https://www.tandfonline.com/loi/vach20, https://doi.org/10.1080/07448481.2020.1715986</ref>}}
The journal article The Relationship of Food and Academic Performance: A Preliminary Examination of the Factors of Nutritional Neuroscience, Malnutrition, and Diet Adequacy states:
{{Cquote|Adequate and sufficient healthy intake of food is essential to brain function (Bloom, 2009; Dauncey, 2009; Kazal, 2002; Shariff, Bond, & Johnson, 2000). Moreover, maximizing brain function is a prime factor in seizing appropriate cognitive capability – for example, ability to focus, comprehension, evaluation, and application – in learning (Kretchmer, Beard, Carlson, 1996; Schmitt, 2010)...
The human brain needs sufficient energy – specifically glucose – and a variety of micronutrients to perform cognitive functions. A long-term deficiency of any or numerous macro- or micro-nutrients causes malnutrition and consequential cognitive impairment, the extent of which depends on the duration and degree of the malnourishment and the timing of its occurrence in development. In the United States, macronutrient malnutrition (i.e., starvation) is rare, but the diets of America’s schoolchildren lack quality as measured by adequate and varied consumption of fruits, vegetables, and whole grains, and moderation of saturated fats and extra-calorie foods.
Therefore, it can be inferred that U.S. students’ brains are often malnourished, as they are undersupplied of the micronutrients needed for effective cognition.
Improvements in the nutritional quality of students’ diets are associated with academically beneficial gains, but have not been repeatedly and causally correlated to increased academic achievement. Concrete links between food consumption – either at large or in specific foods – and academic performance have not been established, likely because of the complex nature of the variables, the abundant confounders, and the longitudinal design necessary to understand the enduring effects. In general, however, it is clear that consistently eating sufficient quantity and variety of nutrient-dense foods will improve children’s diet quality, and consequentially reduce the potential for the cognitive impairments associated with malnutrition.<ref>[https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1074&context=cpe The Relationship of Food and Academic Performance: A Preliminary Examination of the Factors of Nutritional Neuroscience, Malnutrition, and Diet Adequacy] by Allison Woodhouse and Mark A. Lamport, Ph.D., ''Christian Perspectives in Education'', Volume 5, Article 1, November 2012</ref>}}
== See also ==
== See also ==