Relationship between Zinc Serum Level and Cognitive Function and Educational Status in Female Students of Art Schools in Izeh, Iran

Nutrition has been recognized as one of the most important factors affecting cognitive function. Zinc is a micronutrient element, the deficiency of which has irreversible complications in early life and reversible complications in later stages of life. The main objective of this study was to assess the correlation between serum zinc concentrations and cognitive function and educational performance in young girls in art schools.
In this cross-sectional study, 100 students were randomly assessed and their serum zinc status was assessed using flame atomic absorption spectrometry technique. Intelligence quotient (IQ), memory, and attention were measured using Raven’s Progressive Matrices (RPM), Wechsler Memory Scale (WMS), and Bonnardel’s accuracy/letter eliminating tests, respectively. Educational performance was assessed using the academic scores average. General linear model (GLM) was used to evaluate the effect of serum zinc levels on variation in IQ, memory, attention, and educational scores.
Findings: The mean ± standard deviation (SD) of zinc serum level was 105.51 ± 31 µg/dl. The mean ± SD of RPM, WMS, Bonnardel’s accuracy test and Bonnardel’s letter eliminating test scores, and academic scores average were 91.44 ± 11.80, 84.6 ± 11.2, 46.0 ± 0.6, 44.84 ± 5.20, and 14.15 ± 1.80, respectively. A significant positive relationship was detected between serum zinc levels and scores of RPM, WMS, and Bonnardel’s tests (P Serum zinc level has a positive relationship with IQ, memory, and attention in young female students. Thus, education regarding the use of zinc must be considered in order to improve educational performance in young female students.