The Relationship between Body Composition, Stress, and Academic Performance in First-Semester College Students

Background: Students often experience undesirable body composition changes, as well as previously unknown stressors, during the transition to college. This study characterizes the relationship between body composition, stress, and academic performance in the first semester of college. Methods: At the beginning and end of their first semester, 54 students (59.2% female) completed in-person weight and fat assessment (bioelectrical impedance analysis), as well as online stress assessment (“academic stress” via the Inventory of College Students’ Recent Life Experiences, ICSRLE, and “perceived stress” via the Perceived Stress Scale, PSS). Grade point average (GPA) was obtained from the registrar. Paired t-tests were used to determine if changes occurred from the beginning to end of semester. Pearson correlation coefficients were used to identify associations between variables. Results: Increases in weight (2.5±6.2lbs), fat (1.4±2.4%), and academic stress were noted in all students, while perceived stress increased in females only (p\u3c.05 for all). GPA was negatively associated with change in academic stress in all students (academic stress Δ = ICSRLE post–pre; r=-.325, p\u3c.05), meaning conflict with professors or dissatisfaction with school was related to lower grades. Changes in weight and perceived stress were positively associated in females only (perceived stress Δ = PSS post–pre; r=.419, p\u3c.05), meaning that greater weight gain was related to feelings of lacking control in life events. Conclusions: Undesirable increases in weight and fat were noted in all first-semester college students, whereas stress increased more in females. Targeted interventions related to stress reduction and weight maintenance are warranted for optimal health and academic performance in college

The Story of Josie: From Involvement to Influence

This is a personal account of the author’s journey through involvement with learning communities (LCs). She began college with little exposure to mentoring and research. Six years later, she graduated with a master’s degree, a trove of experience from LCs, and the confidence to take on a research role in her profession. The author’s personal roles in LCs over the years have taken many forms, but mainly relate to the mental health of college students. LCs have served as a vehicle for launching the author’s career by helping her gain valuable experience in peer mentoring, research projects, and student poster presentations as well as providing opportunities to network, engage in professional development, and hone leadership skills. Student involvement is valuable throughout the LC experience to foster growth and development of not only the student, but the LC as well. The author witnessed firsthand the benefits of a partnership between students and LC team, demonstrating how much LCs benefit from integrating student input

Use of Case Study Videos and Peer Mentoring to Promote Health Habits in First-Semester College Students

Poster from the 2019 Food & Nutrition Conference & Expo. Poster Session: Food/Nutrition Science; Education; Management; Food Services/Culinary; Research