Academic Emotions Experienced by Academically High-Achieving Females Who Developed Disordered Eating

Abstract

Previous studies have not examined the academic emotions experienced by academically high-achieving females with disordered eating. In this qualitative study, 14 academically high-achieving adult females who developed disordered eating in high school were interviewed. A content analysis of the interview transcripts revealed both the academic emotions and the emotions associated with eating described by participants. The participants reported strong positive and negative academic emotions, including some unexpected emotions, such as feeling loved by teachers when they did well academically. The findings suggested that these academically high-achieving females appeared to be seeking the strong positive emotions associated with academic achievement, on which their self-worth was contingent. Most participants also described positive emotions associated with eating or controlling eating.