BACKGROUND In existing research on the importance of student breakfast, few studies have focused on the impact of breakfast on student cognitive development. Further, empirical research in this field is mostly based correlation analysis, in which it is difficult to control the influence of selection bias on the analysis results. MATERIAL AND METHODS Here, we used student academic performance, based on the academic quality monitoring data of Jiangsu basic education students, as a proxy variable for cognitive development, and used both ordinary least-squares regression and propensity score matching methods to analyze the impact of eating breakfast on the cognitive development of primary and middle school students.
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