Institute of Nutrition and Food Technology, Dr. Fernando Monckeberg Barros, University of Chile, Santiago, Chile.
Department of Nutrition, Faculty of Medicine, University of Chile, Santiago, Chile.
Nutrition. 2019 Jan;57:74-83. doi: 10.1016/j.nut.2018.05.035. Epub 2018 Jul 12.
Scholastic achievement (SA) is a multifactorial problem that depends on factors related to the child, the child's family, and the educational system. The aim of this study was to quantify the relative impact of significant variables at the beginning of high school during 2010 (first grade of high school [1 HSG]) on 2013 university selection test (Prueba de Seleccion Universitaria [PSU]) outcomes, both in language scholastic achievement (LSA) and mathematics scholastic achievement (MSA), when students graduated from high school (4 HSG). This was done at the time of university admission with a multicausal approach. The purpose was to confirm the hypothesis that the level of educational establishment SA, intellectual ability, sex, parental schooling levels, and head circumference for age Z-score at the onset of high school are the most relevant parameters associated with 2013 PSU outcomes, both in LSA and MSA.
A representative, proportional, and stratified sample of 671 children of both sexes who enrolled in 1 HSG in 2010 (mean age: 14.8 ± 0.6 y) participated in the study. Nutritional, intellectual, brain developmental, cardiovascular risk, socio-to-economic, demographic, and educational variables were quantitated. SA was assessed at 4 HSG with the 2013 PSU tests. Data were analyzed with SAS software.
Educational establishment SA, intellectual ability, maternal schooling, and age Z-score were the most relevant parameters to explain LSA (R = 0.493; P < 0.0001) and MSA variance in addition to sex (male), but only in MSA (R = 0.600; P < 0.0001).
These findings confirm the hypothesis and can be useful to support nutritional, health, and educational planning.
学业成绩（SA）是一个多因素问题，取决于与儿童、儿童家庭和教育系统相关的因素。本研究的目的是量化 2010 年（高中一年级[1 年级]）开始的重要变量对 2013 年大学选拔考试（Prueba de Seleccion Universitaria [PSU]）成绩的相对影响，包括语言学业成绩（LSA）和数学学业成绩（MSA），当学生从高中毕业时（4 年级）。这是在大学入学时采用多因果方法完成的。目的是验证以下假设：高中入学时的教育机构学业成绩（SA）水平、智力能力、性别、父母受教育程度以及头围年龄 Z 分数是与 2013 年 PSU 成绩最相关的参数，这两个参数都与 LSA 和 MSA 相关。
本研究采用具有代表性、比例性和分层性的样本，共 671 名男女学生参加了 2010 年的 1 年级（平均年龄：14.8±0.6 岁）。定量评估了营养、智力、大脑发育、心血管风险、社会经济、人口和教育变量。SA 在 4 年级时通过 2013 年 PSU 考试进行评估。使用 SAS 软件进行数据分析。
教育机构学业成绩（SA）、智力能力、母亲受教育程度和年龄 Z 分数是解释 LSA（R²=0.493；P＜0.0001）和 MSA 方差的最重要参数，除性别（男性）外，还可以解释 MSA（R²=0.600；P＜0.0001）。
这些发现证实了假设，对支持营养、健康和教育规划很有用。
