ASSOCIATIONS BETWEEN DIET QUALITY, SOCIOEMOTIONAL DEVELOPMENT, AND ACADEMIC PERFORMANCE IN A U.S. NATIONAL SAMPLE OF 5TH GRADE SCHOOLCHILDREN

Background: Diet quality (DQ) is a public health priority, and optimal socioemotional development (SED) and academic performance (AP) can augment one’s life trajectory. This dissertation examines associations between DQ and measures of SED and AP in U.S. 5th grade schoolchildren and whether these associations vary by child weight and/or household poverty status. Methods: Data was obtained from the Early Childhood Longitudinal Study: Kindergarten Class of 1998-99. To focus analyses on “typically developing” U.S. schoolchildren, strict inclusion/exclusion criteria were applied (n=7,755 children between 9.2 – 13.8 years old). A novel short Diet Quality Index (sDQI) was constructed to score overall DQ. Continuous DQ scores were analyzed as were tertiles of children categorized by low, medium, and high DQ. Established, robust measures of SED and AP served as dependent variables. Survey-weighted cross-sectional regression models were adjusted for relevant child, parent/household, and school factors. Results: In adjusted analyses for SED, children had lower internalizing problem behavior (IPB) (β=-0.006; p=0.001) and externalizing problem behavior (EPB) (β=-0.004; p=0.024) scores, and higher competency in peer relations (PR) scores (β=0.008; p