The Effect of Academic Stress, Emotional Eating, and Meal Skipping on the Nutritional Status of Primary School Teacher Education Students
DOI:
https://doi.org/10.26858/cpjok.v18i2.801Keywords:
Students; Academic Stress; Emotional Eating; Meal Skipping; Nutritional StatusAbstract
This study aims to analyze the relationship between academic stress, emotional eating, and meal skipping with nutritional status in undergraduate students majoring in Primary School Teacher Education at the Faculty of Education, Universitas Negeri Surabaya. This study used a cross-sectional design with a quantitative observation approach. The research involved 84 students from the 2022 cohort who were selected using a simple random sampling technique. Data were collected through the Perception of Academic Stress Scale (PASS) questionnaire, the Eating Appraisal Due to Emotions and Stress (EADES) questionnaire, a meal skipping questionnaire, as well as direct measurements of body weight and height. The data were analyzed using descriptive and inferential statistical analysis techniques. Based on the results of the descriptive analysis, the majority of respondents experienced high academic stress (82.1%), did not engage in emotional eating (76.2%), rarely skipped meals (65.5%), and had a normal nutritional status (66.7%). Furthermore, the bivariate analysis using chi-square tests indicated that there was no significant relationship between academic stress and nutritional status (p-value = 0.871), and no significant relationship between meal skipping and nutritional status (p-value = 0.146). However, a significant relationship was found between emotional eating and nutritional status (p-value = 0.012). Therefore, proper stress management and emotional control are essential for students to prevent unhealthy eating behaviors, ensuring that their nutritional status remains optimal despite the academic pressures of their final year of study.
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