Monounsaturated Fat Intake Was Associated with Lower Abdominal Obesity but Poor Dietary Quality Remains in Elementary School Children from Northwest Mexico.

Overweight and obesity in Mexican elementary school children increased ten percentage points in the last 30 years; one of the factors attributed is inadequate dietary quality. The objective of this study was to evaluate the association of monounsaturated fat intake with abdominal obesity and nutrient intake and obesity and overweight with dietary quality of elementary school children from Northwest Mexico. A cross-sectional study was conducted with 218 first grade elementary school children. A socioeconomic survey and two nonconsecutive 24-HR were applied, and anthropometric measurements were taken. Dietary quality was evaluated and classified as: healthy, medium and poor. Children consumed fewer servings of fruits, vegetables, legumes, dairy products and water than recommended by the Mexican food guidelines. A negative association was found among monounsaturated fat intake and abdominal obesity (p = .032). Only 1.4% of the children presented healthy dietary quality, 44.5% showed a medium dietary quality, and 54.1% had poor dietary quality. Poor dietary quality was associated with a lower intake of fiber (p = .002), protein (p = .002), potassium (p = .001) and vitamin E (p = .002). Elementary school children from Northwest Mexico have inadequate dietary quality that compromises their nutritional and health status, while monounsaturated fat intake could be a protective factor for abdominal obesity.

Food Insecurity Was Associated with Lower Fruits and Vegetables Consumption but Not with Overweight and Obesity in Children from Mexican Fishing Communities.

Food insecurity has been associated with decreased household food supplies, which could affect children's fruit and vegetables intakes and increases their risk of being overweight or obese. The aim of this study was to determine if food insecurity was associated with lower fruit and vegetables consumption and overweight and obesity in children from Mexican fishing communities. A cross-sectional study was 4conducted with 100 elementary-school children aged 6-12 years. A survey that evaluated socioeconomic conditions, food insecurity, and fruits and vegetables consumption was applied. Weight and height were measured. The association between key variables and food insecurity was assessed using linear regression. Sixty-four percent of households experienced food insecurity. Food-insecure children reported lower consumption of fruits and fruits plus vegetables than did their peers with food security (P trend = 0.040 and 0.038, respectively). Food insecurity was also associated with lower chance to meet the recommendation of fruit and vegetable consumption (P trend in logit < 0.001), but was negatively associated with the prevalence of overweight and obesity (P trend in logit < 0.001). Food-insecure children had lower fruits and vegetables consumption but were no more likely to be overweight or obese than their food-secure counterparts.

The Academic Self-Regulation Questionnaire: a study with Portuguese elementary school children.

BACKGROUND: Several studies have focused on the assessment of students' motivation because this construct is very important to understand students' learning and how to enhance it. The Academic Self-Regulation Questionnaire (SRQ-A), based on the self-determination theory is a self-report instrument developed to access the reasons why students do their school work. However, there is no Portuguese version of this questionnaire for late elementary students. The primary goal of this research was to analyze the psychometric properties of a Portuguese version of SRQ-A in the domain of Mathematics with elementary school children. METHODS: Participants were 341 elementary school children ranging from 8 to 11 years old from the third and fourth grades. The Portuguese version of the SRQ-A included 24 items assessing four regulatory styles (external, introjected, identified, and intrinsic) in three behavioral categories (homework, classwork, and answering questions in mathematics lessons). To examine the psychometric properties of the instrument, we conducted an exploratory structural equation modeling (ESEM), measured gender and grade invariance, and calculated internal consistency indexes and temporal stability. RESULTS: ESEM analyses supported the original multidimensional structure of the measure with four regulatory styles using a reduced version of the instrument with 16 items. Correlations between the four regulatory styles revealed a simplex pattern consistent with the continuum of self-determination theory. Results showed adequate internal consistency for all regulatory styles (α ≥ .73; CR ≥ .76) and temporal stability (4-month test-retest ≥ .43). The questionnaire showed measurement and structural invariance across gender and grade. Finally, some gender differences were observed; on average, boys scored higher than girls in external regulation. No differences were observed between grades. CONCLUSIONS: Our findings suggest that the Portuguese version of the SRQ-A has good psychometric properties providing adequate support for its use in educational research on motivational styles, including studies concerning gender and grade differences in self-regulation.

The Academic Self-Regulation Questionnaire: a study with Portuguese elementary school children

Abstract Background: Several studies have focused on the assessment of students' motivation because this construct is very important to understand students' learning and how to enhance it. The Academic Self-Regulation Questionnaire (SRQ-A), based on the self-determination theory is a self-report instrument developed to access the reasons why students do their school work. However, there is no Portuguese version of this questionnaire for late elementary students. The primary goal of this research was to analyze the psychometric properties of a Portuguese version of SRQ-A in the domain of Mathematics with elementary school children. Methods: Participants were 341 elementary school children ranging from 8 to 11 years old from the third and fourth grades. The Portuguese version of the SRQ-A included 24 items assessing four regulatory styles (external, introjected, identified, and intrinsic) in three behavioral categories (homework, classwork, and answering questions in mathematics lessons). To examine the psychometric properties of the instrument, we conducted an exploratory structural equation modeling (ESEM), measured gender and grade invariance, and calculated internal consistency indexes and temporal stability. Results: ESEM analyses supported the original multidimensional structure of the measure with four regulatory styles using a reduced version of the instrument with 16 items. Correlations between the four regulatory styles revealed a simplex pattern consistent with the continuum of self-determination theory. Results showed adequate internal consistency for all regulatory styles (α ≥ .73; CR ≥ .76) and temporal stability (4-month test-retest ≥ .43). The questionnaire showed measurement and structural invariance across gender and grade. Finally, some gender differences were observed; on average, boys scored higher than girls in external regulation. No differences were observed between grades. Conclusions: Our findings suggest that the Portuguese version of the SRQ-A has good psychometric properties providing adequate support for its use in educational research on motivational styles, including studies concerning gender and grade differences in self-regulation.

Effects of Indirect Exposure to Homicide Events on Children's Mental Health: Evidence from Urban Settings in Colombia.

Exposure to neighborhood violence is an important risk factor for the social and emotional development of children and youth. Previous work recognizes that violence may affect children indirectly via secondhand exposure; yet, few studies have aimed to identify and quantify these effects, especially in settings like Colombia where youth is chronically exposed to violence. To address this gap in the literature, this article implements an empirical strategy where geographically specific and time-stamped data are leveraged to identify the effect of indirect exposure to homicides on fifth grade children's social and emotional outcomes. Sample participants (N = 5801) represent the fifth-grade population of boys and girls (50.7%) in two major urban areas in the country (Mage = 11.01, SD = 0.75). We hypothesize that the effects of exposure to neighborhood violence on children's social and emotional skills will be consistent and negative. The findings indicate a consistent negative effect of indirect exposure to homicides on children's emotional functioning (i.e., emotional regulation and empathy), as well as on the prevalence of avoidance behaviors. However, contrary to theoretical expectations, the results do not support effects on children's levels of aggressive behavior, nor on the beliefs and attitudes that justify the use of aggression in interpersonal relationships. The findings are discussed in light of predictions from social cognitive models and their implications for developmentally and trauma-informed interventions for youth.

Emisión de Conductas de TDAH por Niños "Normales" en Opinión de Maestros Argentinos / Emission of ADHD Behaviors by "Normal" Children according to Argentinean Teachers

Resumen Según el DSM-IV un niño que emite "a menudo" seis de 18 conductas debe etiquetarse con TDAH. Los maestros generalmente reportan la frecuencia de emisión "anormal". El estudio averiguó la frecuencia de emisión de conductas del TDAH por niños "normales". Maestros de primaria (N = 113) señalaron la frecuencia (0 = nunca; 3 = muy frecuentemente) con la que un niño "normal" emite en clase las conductas del TDAH incluidas en el DSM-IV. Según el 25.7% de los maestros, los niños normales emiten frecuentemente (más de cuatro veces por hora) seis o más conductas del TDAH. Las características sociodemográficas de los maestros y variables del contexto escolar se relacionaron con la frecuencia considerada como normal. Se concluyó que las conductas del TDAH son emitidas muy frecuentemente en clase por los niños normales. El juicio sobre si dicha frecuencia es o no anormal dependerá del subgrupo al que pertenecen los maestros. Por tanto, una misma conducta puede juzgarse como anormal por un maestro y como normal por otro. Los resultados son congruentes con la aproximación psicológica a la conducta anormal que postula que cada observador juzgará como normal o anormal una conducta conforme su propio criterio, determinado por factores culturales.

Abstract According to the DSM-IV a child that "often" emits at least six of 18 behaviors should be diagnosed with ADHD. Generally teachers are the first to report the "abnormal" frequency of behaviors of their students. The study aimed at determining the frequency of emission of ADHD behaviors by a "normal" student during class hours. Elementary school teachers (N = 113) reported in a 4-point scale (0 = never; 3 = very frequently) the frequency with which a "normal" child emits in class the ADHD behaviors included in the DSM-IV. Results showed that according to 25.7% of the teachers, "normal" children emit frequently (i.e., more than four times per hour) six or more ADHD behaviors. Results also showed that the sociodemographic characteristics of the teachers and school-situational variables were related to the frequency of a beha vior that was deemed as normal. It was concluded that ADHD behaviors are emitted quite frequently by normal children du ring class hours. The judgment on whether that frequency is or not normal will depend of the subgroup to which each teacher belongs. Thus, a same behavior could be judged as normal by one teacher and as abnormal by another. The results are in accordance with the psychological approximation to abnormal behavior that states that each observer will judge a behavior as normal or as abnormal according to his/her own criteria determined by cultural standards.

Reportes de niños y padres sobre eventos vitales estresantes y síntomas de enfermedad / Children and their parents reports of stressful life events and illness

El propósito del estudio fue conocer si los eventos vitales reportados en la Escala de Reajuste Social (SRRS) predecirían la frecuencia de síntomas reportados en la Escala de Síntomas Físicos y Psicológicos (ESFP). Un segundo propósito fue conocer el grado de acuerdo entre los reportes de padres e hijos. Niños mexicanos de educación elemental (N=287) y algunos de sus padres (N=156) respondieron ambos cuestionarios. Se encontró que los puntajes en el SRRS correlacionaron con los puntajes en la ESFP. Los resultados también mostraron un bajo grado de acuerdo entre informantes. La consistencia entre padres e hijos sobre el reporte de eventos vitales y síntomas de enfermedad varió en función del sexo, grado escolar y tipo de escuela de los niños.(AU)

The purpose of the study was to determine whether stressful events reported on the Social Readjustment Scale (SRRS) predicted reports of different symptoms on the Scale of Physical and Psychological Symptoms (SPPS). A second purpose was to determine whether parents and their children agree in their reports. Mexican children (N=287) from elementary schools and some of their parents (N = 156) answered the questionnaires. Results showed that scores on the SRRS correlated with scores on the SPPS and that there was a low degree of agreement between the reports of parents and children. The degree of consistency on stressful events and symptoms reported by the children’s and their parents varied with the children’s gender, school grade and type of school.(AU)