The effect of academic stress and attachment stress on stress-eaters and stress-undereaters

Emond, Michael; Eycke, Kayla Ten; Kosmerly, Stacey; Robinson, Adèle Lafrance; Stillar, Amanda; Blyderveen, Sherry Van

doi:10.1016/j.appet.2016.01.035

Cited by 30 publications

(37 citation statements)

References 47 publications

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“…Los estudios objeto del presente trabajo, cuentan con un número de participantes, que oscila entre 116 y 1.453 estudiantes universitarios, procedentes de diferentes países: Australia, Canadá, China, Colombia, Corea, España, Líbano, México, Turquía y Venezuela. En cuatro de los estudios la muestra está conformada solamente por población femenina (Chang et al, 2015;Doumit et al, 2017;Lim y you, 2017;Emond et al, 2016) o por una mayor proporción de mujeres sobre varones hernández-Cortés y Londoño, 2013 (70,5%); Lazarević, Batinić y Vukosavljević-Gvozden, 2016 (54,3%); Leung y Ma, 2014; Martínez-González et al, 2014 (72,6%); Morales et al, 2015 (74,6%); O'Brien, Latner, Puhl, y Vartanian, 2016 (74%); Sevinçer, Ince, Taymur y Konuk, 2016 (52,9%).…”

Section: Resultados Resultados De La Revisión Sistemáticaunclassified

“…Los estudios plantean como objetivo examinar la vulnerabilidad de los estudiantes universitarios a sufrir un trastorno alimentario (Chang et al, 2015;Doumit et al, 2017;Leung y Ma, 2014;Martínez-González et al, 2014;Morales et al, 2015;Sevinçer et al, 2016) y su asociación con síntomas vinculados a trastornos depresivos y trastornos de ansiedad (Chang et al, 2015;Doumit et al, 2017;Emond et al, 2016;hernández-Cortés y Londoño, 2013;Lazarević et al, 2016;Leung y Ma, 2014;Lim y you, 2017;Martínez-González et al, 2014;Morales et al, 2015;O´Brien et al, 2016;Sevinçer et al, 2016).…”

Section: Resultados Resultados De La Revisión Sistemáticaunclassified

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Comorbidity of Eating Disorders With Anxiety and Depression in University Students: Systematic Review

González-Alonso¹,

Llamazares²,

Martin³

et al. 2019

RACP

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Este estudio analiza si se confirma el alto riesgo que tienen los estudiantes universitarios de sufrir trastornos alimentarios y su comorbilidad con los trastornos depresivos y de ansiedad. Se realiza una revisión sistemática buscando en bases de datos y se seleccionan 11 estudios científicos de 158 publicados entre 2013-2017. Se encuentra una relación positiva entre el trastorno de alimentación y la depresión, relacionado con una preocupación distorsionada del cuerpo, con insatisfacción corporal y excesiva preocupación por el peso. También señala la ansiedad como uno de los factores principales que predisponen a sufrir un trastorno de la conducta alimentaria. Los universitarios, especialmente mujeres, presentan riesgo de sufrir un trastorno de la ingestión de alimentos, acompañado con frecuencia de depresión y ansiedad.

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Section: Resultados Resultados De La Revisión Sistemáticaunclassified

Comorbidity of Eating Disorders With Anxiety and Depression in University Students: Systematic Review

González-Alonso¹,

Llamazares²,

Martin³

et al. 2019

RACP

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show abstract

“…For example, stress and negative affect increase smoking and overeating (Emond et al, 2016;Paxton, Valois, Watkins, Huebner, & Drane, 2007;Werthmann et al, 2014). Positive mood, on the other hand, can facilitate healthier behaviors like physical activity (Emerson, Dunsiger, & Williams, 2018).…”

Section: Current Incidental Affectmentioning

confidence: 99%

“…For example, fear appeals may not be explicitly labeled as aimed to evoke discrete integral affect (i.e., fear), but that is indeed what they (attempt to) do (Witte & Allen, 2000). Other research targets current disgust integral to colorectal cancer screening (Kiviniemi, Jandorf, & Erwin, 2014); current positive emotions integral to eating fruits and vegetables (Walsh & Kiviniemi, 2014); current stress (Emond et al, 2016) or negative mood (Werthmann et al, 2014) that is incidental to eating decisions but influences them nonetheless; or anticipated regret integral to the future consequences of a cancer screening decision (O'Carroll, Chambers, Brownlee, Libby, & Steele, 2015). Such categorization is ubiquitous (see Magnan et al, 2017) and pragmatic in that it allows for systematic examination of various affective influences on health decisions.…”

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confidence: 99%

Moving beyond categorization to understand affective influences on real world health decisions

Ferrer

Ellis

2019

Social & Personality Psych

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This paper provides an overview of affect and health decision-making research, with a focus on identifying gaps, opportunities, and challenges to guide future research. We begin by defining common categorical distinctions of affective processes that influence health decisions: integral (i.e., related to the decision) and incidental (i.e., normatively unrelated to the decision) influences, and current (experienced in the moment) and anticipated ("cognitive representations" of future affect) affect. We then summarize key discoveries within the most common categories of affective influences on health decision making: current integral affect, current incidental affect, and anticipated integral affect.Finally, we highlight research gaps, challenges, and opportunities for future directions for research aimed at translating affective and decision science theory to improve our understanding of, and ability to intervene upon, health decision making.

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“…The negative impact caused by academic stress leads to physical, emotional, and behavioral symptoms (Aldwin, 2007). The negative effects of ac such as frequent illnesses, eating patterns are disrupted (Emond et al, 2016), depression, irritability, dec academic performance, use of drugs or alcohol and cheating on students (Sheykhjan, 2015) a negative impact on academic achievement and psychological health Academic stress must be coping to decrease, so that the negative impact is not experienced by students. Counseling and guidance services can be provided to help students reduce academic stress with the role of guidance and counseling basically to reduce the minimum impact of the Method to Reduce Student cademic stress is a major problem faced by students.…”

mentioning

confidence: 99%

Information Services with Problem Based Learning Method to Reduce Academic Stress

Prawingga

Yusuf

Neviyarni

2019

JELS

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Academic stress is a major problem faced by students. This study aims to examine the effectiveness of information services using the problem based learning (PBL) method to reduce student academic stress. This study used a pre-experimental approach with the design of one group pretest-posttest design. The sample in this study were 20 students taken by purposive sampling technique. The instrument uses an academic stress scale developed from Aldwin's theory by measuring physical, emotional and behavioral symptoms. Analysis techniques using the Wilcoxon Signed Ranks Test. The results showed that information services with the PBL method were effective in reducing student academic stress. This can be seen from the decrease in posttest scores that occurred in all students who were given information services using the PBL method.

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The effect of academic stress and attachment stress on stress-eaters and stress-undereaters

Cited by 30 publications

References 47 publications

Comorbidity of Eating Disorders With Anxiety and Depression in University Students: Systematic Review

Comorbidity of Eating Disorders With Anxiety and Depression in University Students: Systematic Review

Moving beyond categorization to understand affective influences on real world health decisions

Information Services with Problem Based Learning Method to Reduce Academic Stress

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