. "The most favourite food is determined mainly by social and economic characteristics of families - presence of particular types of products on a family menu, family culinary traditions and so on."
She also found that most of the children lived largely sedentary lives, whether or not they had been taught about the importance of regular exercise.
"They give most of their time to learning - lessons at school, homework at home - as well as watching television programmes or web activities," Dr Makeeva writes. "Morning exercises, sport and walking are less popular." Education activities, she adds, have not broken this trend.
Dr Makeeva did find some benefits to studying nutrition at school. Children who had continued with these lessons for three years were half as likely to eat junk food as those who had not received any nutrition education.
And children who had received three years of nutrition education were less likely to skip meals - specifically breakfast and an afternoon snack - than those who had not taken any healthy-eating classes at all.
But Dr Makeeva concludes: "Training does not develop taste preferences of schoolchildren.and the special nutrition education did not change the key characteristics of children's lifestyles."
Lucy Chambers, a scientist with the British Nutrition Foundation, which works with schools around the country, was not surprised by the findings.
"Information provision on its own is not likely to have much of an effect," she said. "Obviously, the home environment is what it all stems from - what you learn, from the weaning stage, has an enormous effect on your food preferences.
"However, it's not only about information - it's about what children are eating at school, at lunchtime and breaktime. It's about giving them cooking skills, gardening skills, understanding where their food comes from. It's about generating an environment where there's a positive attitude towards food. Those things combined will have an impact."
This is backed up by a recent study published by the Cochrane Library. This found that healthy-eating interventions that included three elements - classroom study, changes to schools' ethos and engagement with families - were likely to have small but positive effects on pupils' eating habits and physical health.