Abstract
BackgroundTaking examinations is central to student experience at University and may cause psychological stress. Although stress is recognised to impact on food intake, the effects of undertaking examinations on students’ dietary intake have not been well characterised. The purpose of this study was to assess how students’ energy and nutrient intake may alter during examination periods.MethodsThe study design was a within-subject comparison of students’ energy and nutrient intake during an examination period contrasted with that outside an examination period (baseline). A total of 20 male students from the University of Sheffield completed an automated photographic 4-d dietary record alongside four 24-h recalls in each time period. Daily energy and nutrient intake was estimated for each student by time period and change in energy and nutrient intake calculated. Intakes at baseline were compared to UK dietary recommendations. Cluster analysis categorised students according to their change in energy intake between baseline and the examination period. Non-parametric statistical tests identified differences by cluster.ResultsBaseline intakes did not meet recommendations for energy, non-milk extrinsic sugars, non-starch polysaccharide and sodium. Three defined clusters of students were identified: Cluster D who decreased daily energy intake by 12.06 MJ (n = 5), Cluster S who had similar energy intakes (n = 13) and Cluster I who substantially increased energy intake by 6.37 MJ (n = 2) between baseline and examination period. There were statistically significant differences (all p < 0.05) in change in intake of protein, carbohydrate, calcium and sodium between clusters. Cluster D recorded greater energy, carbohydrate and protein intakes than Cluster I at baseline.ConclusionsThe majority of students were dietary resilient. Students who demonstrated hypophagia in the examination period had a high energy and nutrient intake at baseline, conversely those who showed hyperphagia had a low energy and nutrient intake. These patterns require confirmation in studies including women, but if confirmed, there is need to address some students’ poor food choice especially during examinations.
Highlights
Taking academic examinations is a core part of student experience at university
It is recognized that undergoing examinations is psychologically stressful; heightened anxiety and emotional distress have been documented in students during examination periods [2, 3], as well as surges in stress hormones such as cortisol and adrenocorticotropic hormone [4,5,6]
Examination stress may impact on alcohol consumption patterns, for example students with good social support reported lower alcohol consumption in examination periods compared to a control time period, while students lacking social support reported greater alcohol consumption [2]
Summary
Taking academic examinations is a core part of student experience at university. The impact of examinations on eating behaviours of students has been studied from a stress perspective. A study of female students reported that that disordered eating traits (dietary restraint, bulimia, oral control) were more prevalent during examination periods [7], while seemingly contrasting effects, namely, an increased. This study concluded that the overall effect of examination stress on energy and nutrient intake was minor, with no change in number of eating occasions, nor energy, fat, saturated fat, starch or sugars intake [9]. Taking examinations is central to student experience at University and may cause psychological stress. The purpose of this study was to assess how students’ energy and nutrient intake may alter during examination periods
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