Hubungan Stres Akademik, Perilaku Emotional Eating, dan Asupan Zat Gizi dengan Status Gizi pada Siswa SMA YPHB Bogor

Abstract

Stres akademik dapat memicu emotional eating, yang berpotensi mengubah kuantitas dan kualitas asupan sehingga memengaruhi status gizi.Tujuan penelitian ini adalah menganalisis hubungan stres akademik, perilaku emotional eating, dan asupan zat gizi dengan status gizi serta membandingkannya berdasarkan kelompok status gizi. Studi cross sectional metode purposive sampling ini melibatkan 60 siswa, terdiri atas 41 siswa berstatus gizi normal dan 19 siswa gizi lebih. Data stres akademik dan emotional eating diukur menggunakan kuesioner ESSA dan DEBQE, asupan zat gizi diperoleh melalui food recall 2x24 jam, sedangkan status gizi berdasarkan pengukuran antropometri IMT/U. Analisis data meliputi uji Independent t-test dan uji korelasi Pearson. Hasil penelitian menunjukkan tidak terdapat perbedaan stres akademik dan emotional eating (p>0,05). Sebaliknya, terdapat perbedaan signifikan pada tingkat kecukupan energi, protein, dan karbohidrat (p<0,05), sedangkan kecukupan lemak, magnesium, dan vitamin C tidak berbeda signifikan (p>0,05). Uji korelasi menunjukkan bahwa stres akademik, emotional eating, serta kecukupan lemak, karbohidrat, magnesium, dan vitamin C tidak berhubungan dengan status gizi (p>0,05). Sebaliknya, tingkat kecukupan energi dan protein berhubungan signifikan dengan status gizi (p<0,05). Peneliti di masa mendatang disarankan melibatkan jumlah sampel yang lebih besar dan beragam serta menggunakan kombinasi metode SQ-FFQ agar gambaran asupan jangka panjang, khususnya zat gizi mikro dapat dinilai secara lebih akurat.

Academic stress can trigger emotional eating, which may alter the quantity and quality of dietary intake, thereby affecting nutritional status. This study aimed to analyze the relationships among academic stress, emotional eating behavior, nutrient intake, and nutritional status, as well as to compare these variables between nutritional status groups. This cross-sectional study employed a purposive sampling method and involved 60 students, consisting of 41 students with normal nutritional status and 19 students with overweight status. Academic stress and emotional eating were assessed using the Educational Stress Scale for Adolescents (ESSA) and the Dutch Eating Behavior Questionnaire-Emotional Eating (DEBQ-E), respectively. Nutrient intake was obtained through two non-consecutive 24-hour dietary recalls, while nutritional status was determined based on the Body Mass Index-for Age (BMI-for-age) anthropometric indicator. Data were analyzed using the independent t-test and Pearson correlation test. The results showed no significant differences in academic stress or emotional eating between the groups (p>0,05). In contrast, significant differences were observed in the adequacy levels of energy, protein, and carbohydrate intake (p<0,05), whereas no significant differences were found in the adequacy of fat, magnesium, or vitamin C intake (p>0,05). Correlation analysis indicated that academic stress, emotional eating, and the adequacy of fat, carbohydrate, magnesium, and vitamin C intake were not significantly associated with nutritional status (p>0,05). Conversely, energy and protein adequacy levels were significantly associated with nutritional status (p<0,05). Future studies are recommended to include a larger and more diverse sample and to combine the Semi Quantitative Food Frequency Questionnaire (SQ-FFQ) with dietary recall methods to provide a more accurate assessment of longterm dietary intake, particularly micronutrient intake.