Twelve-year follow-up study of the impact of nutritional status at the onset of elementary school on later educational situation of Chilean school-age children
Author
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Ivanovic Marincovich, Daniza
Author
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Rodríguez, M. del P.
es_CL
Author
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Pérez, H.
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Author
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Alvear, J.
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Author
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Díaz, N.
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Author
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Leyton Dinamarca, Bárbara
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Author
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Almagiá, A.
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Author
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Toro, T.
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Author
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Urrutia, M. S .
es_CL
Author
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Ivanovic, R.
Admission date
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2014-01-09T13:20:28Z
Available date
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2014-01-09T13:20:28Z
Publication date
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2008
Cita de ítem
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European Journal of Clinical Nutrition (2008) 62, 18–31
en_US
Identifier
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doi:10.1038/sj.ejcn.1602672
Identifier
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https://repositorio.uchile.cl/handle/2250/124051
General note
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Artículo de publicación ISI.
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Abstract
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Objective: To determine the impact of nutritional status in a multicausal approach of socio-economic, socio-cultural, family,
intellectual, educational and demographic variables at the onset of elementary school in 1987 on the educational situation of
these children in 1998, when they should have graduated from high school.
Setting: Chile’s Metropolitan Region.
Design: Prospective, observational and 12-year follow-up study.
Methods: A representative sample of 813 elementary first grade school-age children was randomly chosen in 1987. The sample
was assessed in two cross-sectional studies. The first cross-sectional study was carried out in at the onset of elementary school in
1987 and the second was carried out in 1998, 12-years later, when they should be graduating from high school. In 1998, 632
adolescent students were located and their educational situation was registered (dropout, delayed, graduated and not located).
At the onset of elementary school were determined the nutritional status, socio-economic status (SES), family characteristics,
intellectual ability (IA), scholastic achievement (SA) and demographic variables. Statistical analysis included variance tests and
Scheffe’s test was used for comparison of means. Pearson correlation coefficients and logistic regression were used to establish
the most important independent variables at the onset of elementary school in 1987 that affect the educational situation 1998.
Data were analysed using the statistical analysis system (SAS).
Results: Logistic regression revealed that SES, IA, SA and head circumference-for-age Z score at the onset of elementary school in
1987 were the independent variables with the greatest explanatory power in the educational situation of school-age children in
1998.
Conclusions: These parameters at an early school age are good predictors of the educational situation later and these results can
be useful for nutrition and educational planning in early childhoo
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Patrocinador
dc.description.sponsorship
This study was supported in part by Grants 1841167 and 1880818 from the National Fund for Scientific and
Technologic Development (FONDECYT), Grants S 2169-924F and EO11-97/2 from the University of Chile, Research
Department (DI), and by Grant 019/1997 from the University of Chile, Postgradest Department
Twelve-year follow-up study of the impact of nutritional status at the onset of elementary school on later educational situation of Chilean school-age children