The effect of food insecurity on psychosocial aspects of academic achievement

Datos Bibliográficos

ID22433559
AutoresMeryem Elif Öztürk (Karamanoğlu Mehmetbey University), Meryem ÖZTÜRK (0000-0001-5221-3989, Karamanoğlu Mehmetbey University), Tuba Nur Yıldız Kopuz (0000-0002-1232-8092, Karamanoğlu Mehmetbey University), Hasan Yıldırım (0000-0003-3951-4343, Karamanoğlu Mehmetbey University)
Año2026
Volumen14
Fecha de publicación2026-07-16
Open AccessSí
TipoARTICLE
RevistaFrontiers in Public Health (JOURNAL)
Identificadores de la revistaISSN: 2296-2565 • E-ISSN: 2296-2565
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fpubh.2026.1866556
OpenAlexW7168680665
IdiomaEN
Referencias citadas46

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.

Academic achievement · Anxiety · Food insecurity · Food security · Odds · Psychosocial · Food Safety and Hygiene · Food Security and Health in Diverse Populations · Food Waste Reduction and Sustainability