Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood.

Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self-esteem than younger children, and girls showed lower self-esteem than boys. For the implicit measure, there were no age effects, and girls showed higher self-esteem than boys. Although both types of self-esteem were positively associated with academic achievement, implicit self-esteem was associated more strongly with language than with math achievement. Discussion is provided about why self-esteem relates to academic achievement during childhood.

Nutritional, environmental and economic implications of children plate waste at school: a comparison between two Italian case studies.

OBJECTIVE: This study aims at comparing two Italian case studies in relation to schoolchildren's plate waste and its implications, in terms of nutritional loss, economic cost and carbon footprint. DESIGN: Plate waste was collected through an aggregate selective weighting method for 39 d. SETTING: Children from the first to the fifth grade from four primary schools, two in each case study (Parma and Lucca), were involved. RESULTS: With respect to the served food, in Parma, the plate waste percentage was lower than in Lucca (P < 0·001). Fruit and side dishes were highly wasted, mostly in Lucca (>50 %). The energy loss of the lunch meals accounted for 26 % (Parma) and 36 % (Lucca). Among nutrients, dietary fibre, folate and vitamin C, Ca and K were lost at most (26-45 %). Overall, after adjusting for plate waste data, most of the lunch menus fell below the national recommendations for energy (50 %, Parma; 79 %, Lucca) and nutrients, particularly for fat (85 %, Parma; 89 %, Lucca). Plate waste was responsible for 19 % (Parma) and 28 % (Lucca) of the carbon footprint associated with the food supplied by the catering service, with starchy food being the most important contributor (52 %, Parma; 47 %, Lucca). Overall, the average cost of plate waste was 1·8 €/kg (Parma) and 2·7 €/kg (Lucca), accounting respectively for 4 % and 10 % of the meal full price. CONCLUSION: A re-planning of the school meals service organisation and priorities is needed to decrease the inefficiency of the current system and reduce food waste and its negative consequences.

Development of children's implicit and explicit attitudes toward healthy food: Personal and environmental factors.

This cross-sectional study investigates the implicit and explicit food attitudes of 1,412 Croatian children (5-9 years old) and extends our knowledge regarding how those attitudes relate to food behavior, while accounting for the potential influence of age and environmental variables such as watching television and poverty. While our findings corroborate previous work to show that children's explicit attitudes tend to be more positive toward unhealthy than healthy foods, we also find that implicit attitudes are actually more positive toward healthy than unhealthy foods. Both implicit and explicit attitudes toward healthy foods were more positive at older ages. More positive attitudes were associated with (a) a stronger belief that healthy foods "make me strong" and (b) greater consumption of healthy foods. Watching television was associated with more favorable attitudes toward unhealthy foods. Our study demonstrates how accounting for both implicit and explicit attitudes across different age groups aids understanding of children's food-related beliefs and behaviors. These insights can help health policy makers and parents instill positive attitudes toward healthy food among children early on and increase their consumption of healthy foods during childhood.

Development of Math Attitudes and Math Self-Concepts: Gender Differences, Implicit-Explicit Dissociations, and Relations to Math Achievement.

Three hundred and ninety-one children (195 girls; Mage  = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit-explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.

National disparities favoring males are reflected in girls' implicit associations about gender and academic subjects.

Based on data for N = 2,756 children (1,410 girls; Mage = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math achievement, favoring boys over girls (Trends in International Mathematics and Science Study Grade 4). Three novel findings emerged. First, girls' results from a Child Implicit Association Test showed that implicit associations linking boys with math and girls with reading were positively related to both national male advantages in socioeconomic standing and national boy advantages in Trends in International Mathematics and Science Study. Second, these relations were obtained for implicit but not explicit measures of children's beliefs linking gender and academic subjects. Third, implicit associations linking gender to academic subjects increased significantly as a function of children's age. We propose a psychological account of why national gender disparities are likely to influence children's developing implicit associations about gender and academic subjects, especially for girls. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Three-Year School-Based Multicomponent Intervention May Change Fruit and Vegetable Preferences in Primary School Children-A Quasi-Randomized Trial.

Preference could be the trigger for fruit and vegetable (FV) consumption in children and could be modified by appropriate intervention to increase the acceptance of FVs. The primary objective of this study was to investigate the effects of the three-year school-based multicomponent intervention "Nutri-skolica" on the FV preferences of primary school children. It also aimed to explore whether a positive change in FV preferences could lead to an increase in actual FV consumption. The study was conducted in 14 primary schools from the city of Zagreb on 193 children (52.3% boys; age, 7.7 ± 0.4 years; n = 85 in the control group and n = 108 in the intervention group) who completed a preference questionnaire before and after the intervention with a 5-point hedonic smiley-face scale, where 5 means "I like it a lot." The per-protocol approach was used for data analysis (28.3% of children from the study sample). After the intervention, children in the intervention group (before: 3.1 ± 0.8; after: 3.5 ± 0.8) increased their FV preferences significantly more than children in the control group (before: 3.2 ± 0.8; after: 3.3 ± 0.7). Children's FV preferences changed most toward the varieties for which they had the least preferences at the beginning of the study. Participation in the intervention had a stronger effect on changing FV intake than change in FV preferences among primary school children. In summary, the present study highlighted that a targeted intervention can increase children's FV preferences, but that participation in the intervention is substantial for increasing FV intake.

Relationship Between Plate Waste and Food Preferences Among Primary School Students Aged 7-10 Years.

OBJECTIVE: To assess differences in the amount of plate waste (PW) and food preferences among food categories containing vegetables and fruit and which of the student-centered reasons may influence PW. DESIGN: A cross-sectional study (from December, 2017 to June, 2018); the aggregate selective plate waste method; the taste-and-rate method (food preferences); the multiple-choice survey (student-centered reasons for the PW occurrence). SETTING: Fourteen primary schools (Zagreb). PARTICIPANTS: Students aged 7-10 years; 17,163 meals (PW); 11,960 meals (PW and food preferences for meals containing vegetables and fruit); 6,507 meals (student-centered factors). MAIN OUTCOME MEASURES: Plate waste, preferences, and student-centered reasons for PW occurrence. ANALYSIS: Continuous and categorical data were analyzed using a 1-way analysis of variance for nonnormal distribution with post hoc Dunnett's test and chi-square test of homogeneity, respectively. Spearman's rank correlation coefficient was performed to examine the correlation between the amount of PW and served food. All statistical analyses were constructed with robust standard errors clustered at the school level. RESULTS: Among the different types of vegetables and fruit meals, students wasted lower amounts of fruit (10.3%; P = 0.005). Plate waste was positively correlated with the amount of served food (r = 0.93; P < 0.001) containing vegetables and fruit. Students preferred fruit and starchy food with vegetables. Among personal factors for not finishing meals, the most frequent reason was they did not like the taste of the food. CONCLUSION AND IMPLICATIONS: Findings highlight the importance of food preferences and other student-centered reasons in explaining PW by primary school students.

Relative validity and reproducibility of a semi-quantitative food frequency questionnaire to assess fruit and vegetable consumption in school-aged children.

Background: Since the beneficial effects of fruit and vegetable (FV) consumption on health are well known due to the synergy of their nutrients and non-nutrients, it is crucial to have good tools to assess the FV intake. A food frequency questionnaire (FFQ) is an adequate method to estimate FV consumption, but it is necessary to relate this dietary method to the geographic and cultural environment. Therefore, this study presented the development of a semi-quantitative FFQ to estimate the FV intake in school-aged children who usually consume cooked homemade and school meals. It also aimed to evaluate the relative validity and reproducibility of the FFQ. Methods: School-aged children (baseline age 8 years) from 14 primary schools in the city of Zagreb participated in the study during the 2019/2020 school year. Parents/caregivers, together with the children, completed the FFQs and 3-day dietary records (3DDRs). The FFQ was designed to assess the consumption of eight food categories. The FFQ was validated using the 3DDR of 141 children (51.4% of boys), whereas the reproducibility test included the FFQ of 161 children (53.4% of boys). Results: Of the eight food categories, FFQ overestimates the consumption of three and underestimates the consumption of three food categories (p < 0.05; Wilcoxon signed rank test) compared to the 3DDR. De-attenuated correlation coefficients estimated a significant relationship (0.217-0.384) between the FFQ and 3DDR. Cross-classification analysis revealed that overall, 28-41% of children were classified in the same quartile, whereas less than 10% of children were extremely misclassified for all food categories obtained from 3DDR and FFQ1. κ w values showed fair agreement for all food categories. The Bland-Altman analysis results showed a relatively small bias for all food categories (median between -11.7 and -54.8 g), with no systematic patterns between the FFQ and 3DDR. No differences were found between food categories estimated with the FFQs on both occasions, and Spearman's correlation coefficients ranged from 0.664 to 0.712 (p < 0.01). Cronbach's alpha values (α > 0.700) indicate good internal consistency, and ICCs (range 0.724-0.826; p < 0.01) indicate good reproducibility of the FFQ. Conclusion: The results indicate reasonable relative validity and acceptable reproducibility of the FFQ for estimating FV consumption among school-aged children.

Increasing Fruit and Vegetable Intake of Primary School Children in a Quasi-Randomized Trial: Evaluation of the Three-Year School-Based Multicomponent Intervention.

Insufficient consumption of fruit and vegetables was found in primary school children. To address this problem, a three-year school-based multicomponent intervention was conducted in 14 primary schools in the City of Zagreb. The aim of the study was therefore to evaluate one of the primary goals of the intervention­the increase in fruit and vegetable intake among primary school children. A total of 681 children were allocated to the intervention (n = 300 in the control group and n = 381 in the intervention group). The intervention included 23 interactive classroom workshops, 10 cross-curricular activities, 13 homework challenges, visual exposure with educational posters in classrooms, parent education via the website, and the implementation of new dishes into the school food system. Fruit and vegetable intake was assessed using a semi-quantitative food frequency questionnaire at baseline and after the intervention. Data were analyzed by per-protocol analysis. The study involved 259 children (50.2% girls; age 7.7 ± 0.4 years; n = 116 in the control group and n = 143 in the intervention group) who completed a food intake frequency questionnaire at both time points. Children in the intervention group showed a significant increase (p < 0.001) in total daily fruit and vegetable intake (before: 332.1 ± 164.9 g; after: 430.1 ± 186.7 g) compared to the control group (before: 350.2 ± 187.5; after: 382.6 ± 196.8) after the intervention. The increase in fruit and vegetable intake was achieved in 89% of children, while 25% more children reached the daily recommendation of 400 g. The use of the multicomponent intervention showed potential to increase fruit and vegetable intake in primary school children.