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A Study on the Correlation between Middle School Students' Eating Disorder Behavior and Scholastic Adjustment


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A Study on the Correlation between Middle School Students' Eating Disorder Behavior and Scholastic Adjustment

Article information

Korean J Community Nutr. 2012;17(6):707-713
Publication date (electronic) : 2012 December 31
doi : https://doi.org/10.5720/kjcn.2012.17.6.707
Joo-Yeon Yoo, Yang-Ho Jin, Se-Jeong Bae
Department of Foodservice & Culinary Management, Graduate School of Kyonggi University, Seoul, Korea.
Corresponding author: Se-Jeong Bae, Deptartment of Foodservice & Culinary Management, Graduate School of Kyonggi University, 71, Chungjeong-Ro 2-Ga, Seodemun-Gu, Seoul 120-702, Korea. Tel: (02) 390-5242, Fax: (02) 313-4131, baesejeong@hanmail.net
Received 2012 December 04; Revised 2012 December 21; Accepted 2012 December 26.

Abstract

The purpose of this study was to verify the difference of middle school students' eating disorder behavior and scholastic adjustment according to the gender and weight group and evaluate correlations between their eating disorder behavior and scholastic adjustment. A survey was conducted in middle school second graders attending five schools located in Seoul. Results from 355 questionnaire sheets were utilized for statistical analysis, and the results were gained as below: With regard to eating disorder behavior by gender, female students showed more eating disorder behavior than male students (p < 0.01); however, scholastic adjustment did not indicate significant differences by gender. According to the result of analyzing scholastic adjustment according to the weight group, the obese group showed lower scholastic adjustment (p < 0.05) and adjustment to studying (p < 0.01) than other groups; however, the eating disorder behavior, attachment to school, and adjustment to school did not indicate significant differences. According to the results of analyzing scholastic adjustment by eating disorder group, the normal group showed higher adjustment to studying than the risky group (p < 0.01). And scholastic adjustment, attachment to school, and adjustment to school did not indicate significant differences. The eating disorder behavior showed negative relationship with adjustment to studying. They showed more eating disorder behavior, their adjustment to studying became lower. Therefore, it is necessary to provide nutritional education at home and at school for them to have appropriate dietary habits as well as health education for them to maintain normal weight.

Keywords: eating disorder behavior; scholastic adjustment; middle school students

Notes

This work was supported by Kyonggi University Research Assistant Fellowship 2012.

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Article information Continued

Copyright © 2012 The Korean Society of Community Nutrition

This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Table 1

Anthropometric measurements and eating disorder behavior of subjects

Table 1

1) Mean ± SD, 2) Not Significant, 3) N (%), 4) Nomal of eating disorder behavior: EAT-26 score < 20

5) Risk of eating disorder behavior: EAT-26 score ≧ 20

Table 2

scholastic adjustment by gender

Table 2

1) Mean ± SD

Table 3

Eating disorder behavior and scholastic adjustment by weight group

Table 3

1) Mean ± SD

2) Values with different alphabets with in each row are significantly different at α = 0.05 by Duncan's multiple range test

*: p < 0.05, **: p < 0.01

Table 4

Eating disorder behavior by weight group

Table 4

1) Mean ± SD

2) Values with different alphabets with in each row are significantly different at α = 0.05 by Duncan's multiple range test

*: p < 0.05, **: p < 0.01, ***: p < 0.001

Table 5

Scholastic adjustment by eating disorder behavior group

Table 5

1) Nomal of eating disorder behavior: EAT-26 score < 20

2) Risk of eating disorder behavior: EAT-26 score ≧ 20

3) Mean ± SD

**: p < 0.01

Table 6

Correlation analysis

Table 6

*: p < 0.05, **: p < 0.01