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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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