Food Addiction Features Are Related to Worse Academic Performance in Adolescents

2022 ◽  
Author(s):  
Cristina Reche-García ◽  
Pablo Sánchez Martínez ◽  
Magdalena Gómez Díaz ◽  
Daniel Guillén-Martínez ◽  
Isabel Morales-Moreno ◽  
...  
Keyword(s):  
Academic Performance ◽  
Food Addiction

Food Addiction and Weight in Students with High Academic Performance

2021 ◽  
pp. 1-20
Author(s):  
Tatyana A. Tserne ◽  
Mikhail F. Borisenkov ◽  
Sergey V. Popov ◽  
Larisa A. Bakutova ◽  
Lalremruati Jongte ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Academic Performance ◽  
Standard Deviation ◽  
Confidence Interval ◽  
Incidence Rate ◽  
Food Addiction ◽  
Study Participant ◽  
Lower Body ◽  
Yale Food Addiction Scale ◽  
Anthropometric Characteristics

Abstract Objective: The purpose of this study was to analyze the relationships between food addiction (FA), anthropometric characteristics, and academic performance. Design: The average age (standard deviation [SD]) of the participants was 17.5 (2.7) years (64.1% female). Each study participant indicated their sex, height, and weight, academic performance, and completed the Yale Food Addiction Scale. Setting: Syktyvkar, Kirov, Tyumen, Yekaterinburg, Russia; Aizawl, India. Participants: The study involved 3426 people. Results: Food addiction was found in 8.7% of participants from Russia and 14.6% from India. In schoolchildren but not in university students high academic performance was associated with a higher incidence rate of FA detection (OR = 1.16, 95% confidence interval [CI] = 1.07-1.26) and a lower body mass index (OR = 0.72, 95% CI = 0.56-0.94). Conclusion: These data showed an increased incidence rate of FA detection in adolescents with high academic performance.

Role of an Academic Performance Committee

1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  
Academic Performance

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Sexual victimization history predicts academic performance in college women.

2016 ◽  
Vol 63 (6) ◽  
pp. 685-692 ◽  
Author(s):  
Majel R. Baker ◽  
Patricia A. Frazier ◽  
Christiaan Greer ◽  
Jacob A. Paulsen ◽  
Kelli Howard ◽  
...  
Keyword(s):  
Academic Performance ◽  
College Women ◽  
Sexual Victimization ◽  
Victimization History

Individual vs. team competition: The interpersonal consequences of academic performance.

1975 ◽  
Author(s):  
Robert E. Slavin ◽  
David L. DeVries ◽  
Burma H. Hulten
Keyword(s):  
Academic Performance ◽  
Interpersonal Consequences
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