Gabriella M McLoughlin, Priscila Candal, Spyridoula Vazou, Joey A Lee, David A Dzewaltowski, Richard R Rosenkranz, Lorraine Lanningham-Foster, Douglas A Gentile, Laura Liechty, Senlin Chen, Gregory J Welk
Evaluating the implementation of the SWITCH® school wellness intervention and capacity-building process through multiple methods
The international journal of behavioral nutrition and physical activity
understanding perception students cognitive processes key aspect allows deeper assimilation different factors affect school performance however limited evidence explaining link students perception cognitive functions academic performance objective study analyze association perception cognitive functions memory processing speed attention execution complex tasks nervousness academic performance chilean schoolchildren province biobio crosssectional analytic design conducted sample consisted 590 elementary school students 12 13 years old 483 female chilean public schools academic performance measured means accumulated final grades language mathematics physical education health subjects grade point average gpa student moreover survey measure cognitive functions participants applied results show 203 students perceived nervous 168 felt distracted differences marks observed measured subjects well gpas depending perception cognitive functions thus students low moderate perceptions cognitive functions received lower marks reported high perception results consistent multivariate analysis adjusted socioeducational variables model conclusion one five public school students biobo region chile expressed low perception cognitive functions consistent weaker school performance therefore believed integrating curricular activity cognitive work could potentially boost perception said functions thus reduce risk poor academic performance