Food Insecurity, Associated Health Behaviors, and Academic Performance Among Urban University Undergraduate Students

2021 ◽  
Author(s):  
Rachel A. Ryan ◽  
Bridget Murphy ◽  
Andrea L. Deierlein ◽  
Supriya Lal ◽  
Niyati Parekh ◽  
...  
Keyword(s):  
Academic Performance ◽  
Health Behaviors ◽  
Food Insecurity ◽  
Undergraduate Students ◽  
Urban University ◽  
University Undergraduate Students

scholarly journals Food Insecurity and Associated Demographic, Academic and Health Factors Among Undergraduate Students at a Large Urban University

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 273-273
Author(s):  
Rachel Ryan ◽  
Bridget Murphy ◽  
Andrea Deierlein ◽  
Niyati Parekh ◽  
Jessica Bihuniak
Keyword(s):  
Health Status ◽  
Food Insecurity ◽  
Undergraduate Students ◽  
Vegetable Intake ◽  
Support Program ◽  
Support Programs ◽  
Urban University ◽  
Fair Poor ◽  
Demographic Risk ◽  
Demographic Risk Factors

Abstract Objectives The estimated prevalence of food insecurity among college students is approximately 41%. In response, colleges are implementing food support programs such as campus food pantries and free meals through campus cafeterias. However, there is limited research on prevalence estimates of food insecurity on campuses that have adopted support programs, and if food insecurity on such campuses is associated with known demographic risk factors and health behaviors. The purpose of this study was to assess food insecurity and associated demographics, grade point average (GPA) and health behaviors among undergraduate students attending a 4-year urban university that has a short-term food support program. Methods Undergraduate students (≥18 years of age, NYU) were recruited via email to participate in a Qualtrics survey, which included: 1) the U.S. Household Food Security Survey Module (6-item short form), 2) the Pittsburgh Sleep Quality Index, 3) the Fruit & Vegetable Intake Screener in EATS, and 4) Beverage Questionnaire (BEVQ-15). Demographics, self-reported health status and GPA were assessed. Descriptives, t-tests, Mann-Whitney U, and chi-square analyses were conducted. Results Two hundred and fifty-seven participants completed the survey (age = 20.1 ± 2.5; 82% female; 97.3% full-time). Forty-one % were food insecure. Food insecurity was significantly associated (P < 0.05) with race, ethnicity, health status and GPA. Students who identified as black/African American or Hispanic had an increased risk of food insecurity; conversely those who identified as Asian had a decreased risk. A greater percentage of food insecure students reported a GPA of <3.0 (67 vs. 42%) and fair/poor health (31 vs. 18%). Food insecurity was not associated with fruit/vegetable intake, sugar sweetened beverage consumption, or sleep quality, with the majority of students not meeting recommendations. Conclusions Despite having an on-campus, food support program, our data suggests a high prevalence of food insecurity among students attending a large urban university. Food insecurity was associated with demographic risk-factors, lower GPA and fair/poor health status. For food support programs to be most effective, colleges should consider frequent evaluation of program awareness/accessibility. Funding Sources The Institute of Human Development and Social Change.

scholarly journals Food Insecurity: Is It a Threat to University Students’ Well-Being and Success?

2021 ◽  
Vol 18 (11) ◽  
pp. 5627
Author(s):  
Nor Syaza Sofiah Ahmad ◽  
Norhasmah Sulaiman ◽  
Mohamad Fazli Sabri
Keyword(s):  
Academic Performance ◽  
Food Security ◽  
University Students ◽  
Food Insecurity ◽  
Psychosocial Factors ◽  
Undergraduate Students ◽  
Online Survey ◽  
Binary Logistic Regression ◽  
Well Being ◽  
Food Security Status

Food insecurity is a growing concern among university students. The high prevalence of food insecurity is a threat to students’ health and success. Therefore, this study aims to determine an association between food security status, psychosocial factors, and academic performance among university students. A total of 663 undergraduate students in seven randomly selected faculties in Universiti Putra Malaysia participated in this study. An online survey was conducted to obtain demographic and socioeconomic characteristics, food security status (six-item USDA; food security survey module, FSSM), psychosocial factors (depression, anxiety and stress scale, DASS-21) and academic performance. Among the abovementioned participating students, 32.4% are male. About 62.8% reported to have experienced food insecurity. Binary logistic regression revealed that students whose fathers were working (AOR = 6.446, 95% CI: 1.22, 34.01) came from low- (AOR = 14.314, 95% CI: 1.565, 130.954) and middle-income groups (AOR = 15.687, 95% CI: 1.720, 143.092), and those receiving financial aid (AOR = 2.811, 95% CI: 1.602, 4.932) were associated with food insecurity. Additionally, food insecurity students were less-likely reported, with CGPA ≥ 3.7 (AOR = 0.363, 95% CI: 1.22–34.014). Food insecurity respondents had higher odds for stress (AOR = 1.562, 95% CI: 1.111, 2.192), anxiety (AOR = 3.046, 95% CI: 2.090, 4.441), and depression (AOR = 2.935, 95% CI: 2.074, 4.151). The higher institutions should identify students with food insecurity problems and future intervention programs need to be conducted to combat food insecurity among students, thus yielding benefits to their health and success.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

scholarly journals Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

2017 ◽  
Vol 7 (3) ◽  
pp. 42
Author(s):  
Vikash Rowtho
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Early Detection ◽  
Undergraduate Students ◽  
At Risk Students ◽  
Regression Analyses ◽  
Linear Discriminant ◽  
Student Dropout ◽  
Performance Predictors ◽  
A New Technique

Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.

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