Can weight predict academic performance in college students? An analysis of college women's self-efficacy, absenteeism, and depressive symptoms as mediators

Interplay between actual and perceived weight on mental health among Canadian Indigenous post-secondary students

OBJECTIVES

Research increasingly focuses on the mental health implications of both actual and perceived weight, particularly among post-secondary students. Considering their unique socio-cultural context and the frequent oversight in research, this study examines these implications specifically among Canadian Indigenous post-secondary students. Recent evidence indicates that students with normal weight may also experience increased mental health risks due to negative weight perceptions. Therefore, this study explores the independent and combined effects of actual and perceived weight on the mental health of this group.

PARTICIPANTS AND METHODS

This study utilized data from the 2017 Aboriginal Peoples Survey, a nationally representative sample of First Nations peoples living off-reserve, Métis, and Inuit. The focus was on Canadian Indigenous post-secondary students aged 19-34 years (n = 1,518). Logistic regression models, stratified by sex, were employed to analyze the data.

RESULTS

Perceptions of being overweight were linked to a higher risk of mood and anxiety disorders, poor self-rated mental health, and suicidal ideation among female students. This pattern was less evident among male students. Notably, female students who were overweight and perceived themselves as such were more likely to report poor mental health across all four indicators examined. In contrast, male students exhibited a less clear pattern. Diverging from recent studies, the findings indicated less robust mental health disparities among students with normal weight who perceived themselves as overweight, potentially due to the insufficient cell size of this category among Indigenous post-secondary students.

CONCLUSIONS

The study highlights the complex interplay between actual and perceived weight and its impact on mental health, particularly among female Indigenous post-secondary students.

Psychometric properties of a new instrument for the measurement of the perceived quality of distance learning during the coronavirus disease 2019 (COVID-19) pandemic

Introduction

The lockdown restrictions due to the COVID-19 pandemic forced many students to use distance learning. Few studies have examined the psychological effects of distance learning during the pandemic on university or on non-university students using a specific psychometric tool. The principal aim of this study was the construction and validation of a new psychometric tool, the Perceived Quality of Distance Learning (PQDL), to measure students' appreciation and reaction to distance learning. The connection between anxiety, depression, perceived self-efficacy, and students' perception of distance learning was analyzed to assess the nomological validity of the new scale.

Method

The sample consists of 429 students who attended university or training courses. The factor structure of the new instrument was analyzed through Exploratory and Confirmatory Factor Analyses and its nomological validity was analyzed through regression analysis.

Conclusion

The results showed that PQDL consists of two subscales: Distance Learning Organization and Cognitive-Emotive Reaction to Distance Learning. Higher student's ability to organize and plan distance learning and higher student's positive cognitive-emotive reaction to distance learning, higher student's perceived quality of distance learning. Anxiety and depression scores were negatively correlated with students' perceived quality of distance learning. Furthermore, students' perceived emotional self-efficacy of negative emotions and perceived scholastic self-efficacy were positively correlated with students' perceived quality of distance learning. These data indicate that PQDL is a reliable questionnaire to assess student's perceived quality of distance learning.

Weight change predicts college adjustment and depressive symptoms among first-year college students

ObjectiveWeight change is common during the first year of college and may be related to different outcomes for men and women. This study examined the moderating effects of gender on the association between weight change and college adjustment and depressive symptoms. Participants: One-hundred and eighty-one 18-19-year-old college freshmen (56.9% female; 84.5% Caucasian). Methods: Students completed a one-time survey about demographics, weight, college adjustment, and depressive symptoms during their second semester of college. Results: Increased weight change was associated with fewer depressive symptoms for both men and women (p < .04). For men, increased weight change was associated with better overall college adjustment, more positivity about college, less negativity about college, and less homesickness (all p < .02). Conclusions: Universities could target men and women differently in regard to weight, college adjustment, and mental health to promote a positive college experience and optimal mental health.

Personalized versus generic digital weight loss interventions delivered on university campuses: a 6-month cost-benefit analysis

Cost-effectiveness analyses of weight loss programs for university students can inform administrator decision-making. This study quantifies and compares the costs and cost-effectiveness of implementing two digitally-delivered weight loss interventions designed for university populations. Healthy Body Healthy U (HBHU) was a randomized controlled trial comparing TAILORED (personalized) versus TARGETED (generic) weight loss interventions adapted specifically for young adults to a CONTROL intervention. Participants (N = 459; 23.3 ± 4.4 years; mean BMI 31.2 ± 4.4 kg/m2) were recruited from two universities. Implementation costs were examined from a payer (i.e., university) perspective, comparing both the average cost effectiveness ratio (ACER) and the incremental cost effectiveness ratio (ICER) of the two interventions. Cost-effectiveness measures were calculated for changes in body weight, abdominal circumference, HDL cholesterol, systolic and diastolic blood pressure, and HbA1c. The overall 6-month implementation costs were $105.66 per person for the TAILORED intervention and $91.44 per person for the TARGETED intervention. The ACER for weight change was $107.82 for the TAILORED and $179.29 for the TARGETED interventions. The ICER comparing TAILORED with TARGETED for change in body weight was $5.05, and was even lower ($2.28) when including only those with overweight and not obesity. The ICERs for change in abdominal circumference, HDL cholesterol, systolic and diastolic blood pressure, and HbA1c were $3.49, $59.37, $1.57, $2.64, and $47.49, respectively. The TAILORED intervention was generally more cost-effective compared with the TARGETED intervention, particularly among those with overweight. Young adults with obesity may require more resource-intensive precision-based approaches.

The association between academic performance indicators and lifestyle behaviors among Kuwaiti college students

BACKGROUND

Lifestyle behaviors are developed during young adulthood and carried through life. Accordingly, early detection of unhealthy behaviors can help prevent the increase in non-communicable diseases in the population. College students are an especially vulnerable group who, upon entering a new environment, tend to engage in unhealthy behaviors.

OBJECTIVE

The present study aims to evaluate the lifestyle behaviors of Kuwaiti college students and their association with markers of academic achievements.

METHODS

One thousand two hundred fifty-nine students participated in the present study and answered an online questionnaire pertaining to their sociodemographic status, academic performance indicators, body weight and height, and lifestyle behaviors. Data were collected from November 2020 to February 2021.

RESULTS

Results of the present study showed that obesity was significantly more prevalent among male participants than among females even though males were more physically active. Alternatively, females had a greater grade point average in college, slept more, and had more screen time. Interestingly, we were unable to detect a significant correlation between lifestyle behaviors and academic achievements.

CONCLUSION

The observed differences in body mass index between genders may have been attributed to energy intake rather than energy expenditure.

Association of BMI, Physical Activity with Academic Performance among Female Students of Health Colleges of King Khalid University, Saudi Arabia

Body mass index (BMI) is an indicator to detect weight category and known to influence the academic achievements of students. The present study assesses the association of BMI, physical activity with academic performance among undergraduate female students of health colleges, King Khalid University (KKU). Responses from 379 participants were analyzed in the study. Data collection was done by administering an online questionnaire using the university website portal. The questionnaire consists of two sections: the first section includes demographic information along with cumulative Grade point average (GPA) and another section rated student's physical activity. A high frequency of respondents (53.6%) ranged within the normal BMI category. For academic performance, the majority (79.9%) of students reported high GPA scores with a mean of 4.28 ± 0.41. Upon correlation, academic performance was found negatively correlated with BMI at 0.0001 level of significance, and insignificantly correlated with physical activity. The present study observed that more than half of the respondents had normal BMI. An inverse relationship was observed between BMI and academic performance, showing participants within the normal BMI category achieved significantly higher GPA. In contrast, physical activity directly influenced the academic performance of the subjects. Therefore, the study suggests to enact counselling centers, health clubs in universities urging the students to adopt regular exercise and healthy lifestyle which could prepare them in achieving future endeavors.

Assessing positive body image, body satisfaction, weight bias, and appearance comparison in emerging adults: A cross-validation study across eight countries

Positive body image refers to individuals' ability to conceptualize their bodies with love, respect, and appreciation. The study of positive body image is relatively new, and instruments used to investigate this multi-faceted construct have received limited use in non-English speaking countries. Thus, the aim of this investigation is to consider four measures that are associated with positive body image across eight different countries. Participants (n = 6272) completed the Body Appreciation Scale-2, the Body Areas Satisfaction Scale, the Physical Appearance Comparison Scale, and the Weight Bias Internalization Scale. Multi-group confirmatory factor analyses (MG-CFAs) and item-response theory (IRT) models were used to examine the measurement invariance of these surveys. Our results generally suggest that positive body image, weight bias, and appearance comparison can be assessed using brief assessments and that these four instruments can be used in different countries, but care should be taken to consider individuals' gender, BMI, and socio-economic position.

Factors influencing the National License Examination step 1 score in preclinical medical students

The National License Examination step 1 (NLE1), which tests basic medical sciences knowledge in Thailand, is considered to be tough and stressful for medical students due to the large amount of content. This study aimed to determine factors influencing the NLE1 score (NLE1S). The NLE1S, academic achievement, and class attendance were obtained officially. Other factors, including study habits, were obtained via a questionnaire, with 81.97% (241/294) being returned. Students were divided into four groups according to the central passing score and Z-score of the NLE1S, including the fail (<52%; n = 13), low-pass (52 to <70%; n = 121), high-pass (70 to <80%; n = 89), and excellent (≥80%; n = 18) groups. Men had higher NLE1S (P < 0.001) and comprehensive examination scores (P < 0.001) than women. Students with high motivation to study medicine had higher NLE1S. Daily preparation time (h/day) was lower, but stress was higher, in the fail group. In the excellent group, internet for academic use and achievement of study targets were higher; internet for nonacademic use, instance of absence, and stress were lower; and check-in time was earlier. The NLE1S had strong positive correlations with the comprehensive examination score and academic achievement during preclinical studies. By setting the NLE1S as a dependent variable in multivariate regression analyses, models of significant interactions were observed by setting behavioral factors, the comprehensive examination score, and academic achievement during a regular class as independent variables. Thus exhibiting good study habits and showing good academic performance throughout preclinical studies should be encouraged among students to achieve a good NLE1S.

Tracking Changes of Chinese Pre-Service Teachers' Aerobic Fitness, Body Mass Index, and Grade Point Average Over 4-years of College

Although increasing attention has been given to student academic achievement, usually measured by grade point average (GPA), and fitness in children and adolescents, much fewer studies have been conducted in higher education settings, especially in China. This study investigated the longitudinal associations of aerobic fitness (AF), body mass index (BMI), and GPA in Chinese pre-service teachers at a university. A longitudinal research design was employed to track changes in AF, BMI, and GPA, for a total of 1980 students for four years. Multi-level growth models were used to examine the interactive changes of the above three variables. It was found that GPA and BMI increased each year, while AF declined dramatically at the fourth year. The three-way interaction among GPA, gender, and BMI was significant, suggesting females who were overweight/obese had lower GPA. The data from the current study suggested that AF did not impact students' GPA. Class standing (i.e., the fourth year) and gender (i.e., females) need to be taken into consideration when designing interventions to improve student overall fitness and academic performance in Chinese pre-service teacher populations.