Attention and Academic Performance: The Moderator Role of Weight Status and Diet Quality

Abstract

The scientific literature suggests that following a healthy diet and maintaining a healthy weight status are associated with multiple health benefits. However, the cognitive and academic implications of these behaviours in schoolchildren require further study. The aim of this study is to determine the predictive value of attention on academic performance in primary school children observing the moderating role of weight status and diet quality in this relationship. In this quantitative study of 118 schoolchildren from Spain (M ± SD: 10.84 ± 1.20 years), the Perception of Similarities and Differences test (attention) and the KIDMED questionnaire (diet quality) were used. For its part, academic performance was calculated through the grade obtained in the subjects of the primary curriculum and nutritional status was assessed through the Body Mass Index (kg/m2) adjusted for sex and age. The linear regression test showed that higher values in attention correlated with higher values in academic performance in core subjects (p < .05) and specific subjects (p < .05) with the exception of Physical Education (p = .112). This relationship became stronger after the model was adjusted for Normal Weight/Optimal DQ and Overweight/Optimal DQ (p < .05). However, after the model was adjusted to Normal Weight/improvable DQ and overweight/improvable DQ, this relationship between attention and academic performance disappeared (p > .05). Based on these results, it is concluded that there is a positive relationship between attention and academic performance, with the exception of physical education, which is enhanced when diet quality is optimal, regardless of weight status. The present study contributes to the scientific literature investigating the moderating role of healthy lifestyle habits, such as diet quality or weight status, between cognitive processes (attention) and learning outcomes (academic performance).