Joo-Yeon Yoo; Yang-Ho Jin; Se-Jeong Bae

doi:10.5720/kjcn.2012.17.6.707

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A Study on the Correlation between Middle School Students' Eating Disorder Behavior and Scholastic Adjustment: Joo-Yeon Yoo, Yang-Ho Jin, Se-Jeong Bae; Korean Journal of Community Nutrition 2012;17(6):707-713.
DOI: https://doi.org/10.5720/kjcn.2012.17.6.707
Published online: December 31, 2012

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: December 4, 2012 • Revised: December 21, 2012 • Accepted: December 26, 2012

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Abstract
NOTES
REFERENCES

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.

REFERENCES

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Table 1

Anthropometric measurements and eating disorder behavior of subjects

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

1) Mean ± SD

Table 3

Eating disorder behavior and scholastic adjustment by weight group

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

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

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

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

Figure & Data

REFERENCES

Citations

Citations to this article as recorded by

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

Korean J Community Nutr. 2012;17(6):707-713. Published online December 31, 2012

DOI: https://doi.org/10.5720/kjcn.2012.17.6.707

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

Table 1

Anthropometric measurements and eating disorder behavior of subjects

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

1) Mean ± SD

Table 3

Eating disorder behavior and scholastic adjustment by weight group

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

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

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

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

Table 1 Anthropometric measurements and eating disorder behavior of subjects

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

1) Mean ± SD

Table 3 Eating disorder behavior and scholastic adjustment by weight group

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

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

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

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