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Elementary School Students' Perceptions of Overweight Peers

University of Connecticut, Storrs

Thomas J. Kehle

University of Connecticut, Storrs

Melissa A. Bray

University of Connecticut, Storrs

Sandra M. Chafouleas

University of Connecticut, Storrs

Sarah Grigerick

University of Connecticut, Storrs

Obesity is a growing epidemic in the United States. Children who are overweight tend to participate in fewer activities, to withdraw from social situations, and to be less physically active than their normal-weight peers. Additionally, they have lower self-image and often suffer from depression. Research on children's perceptions of overweight peers has been sparse, with the few completed studies tending to focus on adolescents. In the current study, participants were asked to listen to four stories, two involving females and two involving males. Following each story, the children were presented with obese and nonobese target pictures and asked to match the two gender-specific pictures of children with the "nice" and "mean" characters from the story. Results show an overall main effect, indicating that the number of "nice" responses given to nonobese target figures was significantly greater than the number given to obese target figures. No gender effects were observed.

Key Words: elementary school age children • overweight peers • obesity • depression

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Canadian Journal of School Psychology, Vol. 22, No. 1, 68-80 (2007)
DOI: 10.1177/0829573507301130


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Tillman, T. Articles by Grigerick, S. Search for Related Content Social Bookmarking                         What's this?