吃了学校早餐的中学学生在评估认知灵活性和执行功能的任务中表现更好
Heather J Leidy1, Steve M Douglas2, Naiman A Khan3
1Department of Nutritional Science & Department of Pediatrics, Dell Medical School, University of Texas at Austin, Austin, TX, USA.
Nutrition research (New York, N.Y.)
|December 13, 2025
概括
吃学校早餐的学生表现出比跳过或在家吃饭的学生更好的认知灵活性和执行功能. 学校早餐对于低收入中学生的认知表现至关重要.
科学领域:
- 营养科学 营养科学
- 认知神经科学 认知神经科学
- 青少年健康 青少年健康
背景情况:
- 早餐消费与儿童认知功能的改善有关.
- 对于早餐对青少年认知的影响,特别是餐点位置的作用,人们的了解较少.
- 低收入的青少年可能面临着独特的挑战,影响他们的早餐习惯和认知结果.
研究的目的:
- 为了调查学校早餐或家庭早餐的消费是否会导致比跳过早餐更好的认知表现.
- 在来自低收入家庭的城市中学学生中检查这些影响.
主要方法:
- 一项涉及236名城市中学学生的横截面研究.
- 学生根据他们的早餐习惯进行分类:学校早餐 (SCHOOL),家庭早餐 (HOME),两者 (BOTH) 或跳过 (SKIP).
- 在学校开学三小时后,用计算机测试 (CNS生命体征) 评估认知表现.
主要成果:
- 与跳过早餐 (SKIP) 的学生相比,吃学校早餐 (SCHOOL) 的学生表现出明显更高的认知灵活性和执行功能.
- 学校组也显示出比家庭组更高的认知灵活性,比两组组更高的执行功能.
- 在其他认知指标中或在认知灵活性方面,在SCHOOL和BOTH组之间没有发现显著差异.
结论:
- 在学校吃早餐与来自低收入背景的中学学生在特定领域的认知表现提高有关.
- 这些发现强调了学校早餐计划在支持弱势学生群体的学术成功方面的重要性.
- 促进学校早餐的干预措施可能会对青少年的认知功能和学术潜力产生积极影响.
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