Frontiers in public health · 2026
The effect of food insecurity on psychosocial aspects of academic achievement.
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Öztürk Meryem Elif, Yıldız Kopuz Tuba Nur, Yıldırım Hasan
Аннотация
INTRODUCTION: Studies showed that food insecurity is associated with lower grade point average (GPA) in university students. However academic achievement should be investigated in psychosocial and multidimensional way. Therefore this study aimed to examine the stress mediated relationship between food insecurity and academic achievement, which is addressed from different perspectives.
METHODS: The study was conducted on 1,122 university students [seven cases were excluded as data-entry errors: four with implausible age values (2, 2, 167, 211 years) and three with implausible height values (16, 72, 104 cm)]. US Adult Food Security Survey Module, the Academic Success Inventory Scale for College Students, and the Perceived Stress Scale were applied to students.
RESULTS: Age was negatively associated with food insecurity [β = -0.143, OR = 0.87, 95% CI (0.79, 0.95), p = 0.002]. Compared with consuming no snacks, consuming one snack per day was associated with lower odds of food insecurity [β = -0.563, OR = 0.57, 95% CI (0.34, 0.96), p = 0.033]. Food insecurity was directly and negatively associated with perceived instructor efficacy [β = -0.091; 95% CI (-0.148, -0.034); p = 0.002, personal adjustment [β = -0.093; 95% CI (-0.145, -0.043); p < 0.001, and socializing [β = -0.160; 95% CI (-0.220, -0.103); p < 0.001] sub-dimensions. It was also associated with stress-mediated decreases in general academic skills (indirect β = -0.031; 95% CI [-0.048, -0.016], internal motivation (indirect [β = -0.029; 95% CI (-0.047, -0.015)], career decidedness (indirect [β = -0.025; 95% CI (-0.039, -0.012)], lack of anxiety (indirect β = -0.036; 95% CI (-0.054, -0.019)] and concentration (indirect β = -0.041; 95% CI (-0.062, -0.021)] sub-dimensions (all indirect-effect p < 0.001).
DISCUSSION: These findings emphasize that interventions to improve student achievement should consider access to food, stress management, and psychosocial support components.
METHODS: The study was conducted on 1,122 university students [seven cases were excluded as data-entry errors: four with implausible age values (2, 2, 167, 211 years) and three with implausible height values (16, 72, 104 cm)]. US Adult Food Security Survey Module, the Academic Success Inventory Scale for College Students, and the Perceived Stress Scale were applied to students.
RESULTS: Age was negatively associated with food insecurity [β = -0.143, OR = 0.87, 95% CI (0.79, 0.95), p = 0.002]. Compared with consuming no snacks, consuming one snack per day was associated with lower odds of food insecurity [β = -0.563, OR = 0.57, 95% CI (0.34, 0.96), p = 0.033]. Food insecurity was directly and negatively associated with perceived instructor efficacy [β = -0.091; 95% CI (-0.148, -0.034); p = 0.002, personal adjustment [β = -0.093; 95% CI (-0.145, -0.043); p < 0.001, and socializing [β = -0.160; 95% CI (-0.220, -0.103); p < 0.001] sub-dimensions. It was also associated with stress-mediated decreases in general academic skills (indirect β = -0.031; 95% CI [-0.048, -0.016], internal motivation (indirect [β = -0.029; 95% CI (-0.047, -0.015)], career decidedness (indirect [β = -0.025; 95% CI (-0.039, -0.012)], lack of anxiety (indirect β = -0.036; 95% CI (-0.054, -0.019)] and concentration (indirect β = -0.041; 95% CI (-0.062, -0.021)] sub-dimensions (all indirect-effect p < 0.001).
DISCUSSION: These findings emphasize that interventions to improve student achievement should consider access to food, stress management, and psychosocial support components.