| Detailed Objective: This project identifies the school, family, parent, and child predictors of persistent childhood obesity and to assess the health, social, emotional, and academic outcomes of persistent childhood obesity.
The project will use the Early Childhood Longitudinal Study-Kindergarten Cohort to (1) identify the school, family, parent, and child predictors of persistent childhood obesity, and (2) assess the health, social, emotional, and academic outcomes of persistent childhood obesity. Multilevel random coefficient models will be used to analyze data gathered at the child level (i.e., child, parent, and family variables) and at the school level (i.e., classroom and school variables). The research will extend current knowledge of childhood obesity because it longitudinally addresses childhood obesity from an ecological and a developmental perspective. Few studies have gathered data on obese children's developmental well-being and their experiences at home and at school over an extended period of time.
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Output:
Gable S., Y. Chang, and J. Krull. “Television Watching and Frequency of Family Meals Are Predictive of Overweight Onset and Persistence in a National Sample of School-Aged Children,” Journal of the American Dietetic Association, Vol. 107, No. 1, January 2007.
Gable, S., J. Britt-Rankin, and J. Krull. Ecological Predictors and Developmental Outcomes of Persistent Childhood Overweight, Contractor and Cooperator Report No. 42, USDA, ERS, June 2008.
Gable, S., J. Krull, and A. Srikanta. “Childhood Overweight and Academic Achievement,” in Obesity in Childhood and Adolescence, Vol. 2, eds. H. Fitzgerald and V. Mousouli, Praeger Press, Westport, CT, December 2007.
Gable, S., J. Krull, and Y. Chang. “Boys’ and Girls’ Weight Status and Math Performance From Kindergarten Entry Through Fifth Grade: A Mediated Analysis,” Child Development, Vol. 83, No. 5, September/October 2012.
Gable, S., J. Krull, and Y. Chang. “Implications of Overweight Onset and Persistence for Social and Behavioral Development between Kindergarten Entry and Third Grade,” Applied Developmental Science, Vol.13, Issue 2, April 2009. |