SOCIOLOGY EDUCATION - American Sociological Association
SOCIOLOGY EDUCATION - American Sociological Association
SOCIOLOGY EDUCATION - American Sociological Association
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258 Crosnoe<br />
ty) are clearly a major part of the operationalization<br />
of this conceptual model.<br />
2. Ancillary analyses were also conducted<br />
that included more positive responses to obesity<br />
(e.g., increased participation in extracurricular<br />
activities) as mediators. As expected, these<br />
inclusions did not alter the general pattern of<br />
results because such responses were less common<br />
and did not translate into educational risk.<br />
3. This protective effect of the proportion of<br />
obese girls in the school tapers off at around 20<br />
percent.<br />
4. The control for Wave I versions of the psychosocial<br />
factors helps to account for the possibility<br />
of reciprocal associations between obesity<br />
and psychosocial adjustment.<br />
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