Introduction
The COVID-19 pandemic profoundly disrupted multiple dimensions of university students’ lives, encompassing both personal and academic domains.1 During the lockdown, students encountered unprecedented challenges associated with distance learning, including the abrupt transition to virtual educational modalities and significantly increased academic stress.2 The sudden shift to virtual education had particularly pronounced emotional consequences. Students experienced heightened emotional distress characterized by work overload, adaptive challenges, and pervasive uncertainty about their academic trajectories.3,4 This unprecedented educational environment generated complex emotional stressors that fundamentally altered students’ academic and personal experiences.
Moreover, the lockdown substantially modified students’ dietary habits and lifestyle patterns. Researchers observed a notable increase in unhealthy food consumption, accompanied by decreased physical activity and reduced sleep duration.5 These comprehensive behavioral modifications were potentially linked to stress management and overall student well-being during the pandemic. The biopsychosocial dynamics underlying these behavioral changes were multifaceted. Diminished sleep quality, persistent feelings of isolation, heightened worry and frustration, and increased anxiety and depression levels manifested in greater “food cravings”. Such behavioral patterns represent significant risk factors for developing obesity and chronic non-communicable diseases, including diabetes and cardiovascular conditions.6
In the Mexican context, while existing literature has explored the pandemic’s emotional health implications for university students, research explicitly examining how academic stress and virtual education affected dietary patterns and lifestyle remains limited.7,8 Consequently, this study aimed to investigate the dietary and nutritional characteristics associated with academic stress and virtual education among university students in Nayarit, Mexico, during the COVID-19 lockdown.
Material and methods
Study design and participants
This retrospective cross-sectional study involved health sciences students from the Autonomous University of Nayarit, Mexico, during the COVID-19 lockdown. The research was conducted collaboratively with the Laboratory of Nutritional Consultation at the Integral Health Academic Unit, Autonomous University of Nayarit, and the Specialized Unit in Research, Development, and Innovation in Genomic Medicine, Nayarit Center for Innovation and Technology Transfer, both located in Tepic, Nayarit.
The main eligibility criteria included: (i) active university students over 18 years of age enrolled in health sciences programs, (ii) body mass index (BMI) of at least 18.5 kg/m2, and (iii) completion of all coursework exclusively through virtual education during the COVID-19 home confinement period (August to December 2020 and January to July 2021). Participants were excluded with incomplete data, if they took a leave of absence during the specified timeframe, were pregnant or breastfeeding, or reported pre-existing emotional disturbances (such as anxiety or depression) prior to the study period. The research was conducted from August 2021 to December 2022.
Data collection instruments
Data were collected through a comprehensive online survey designed to capture participants’ sociodemographic characteristics, dietary habits, and perceptions of the virtual educational environment. Dietary intake was evaluated using a validated food frequency questionnaire specifically developed for the Mexican adult population.9 Participants’ dietary patterns were subsequently categorized into food groups based on primary macronutrient sources: cereals, fruits and vegetables, dairy products, processed food and sweets, legumes and oilseeds, red and fatty meats, and withe meats.
Two validated instruments were employed to assess participants’ eating behaviors: (i) the Food Craving Questionnaire-Trait, a validated tool for the Mexican population measuring the frequency and intensity of food cravings in response to emotional triggers,10 and (ii) the Food Craving Inventory, designed for the general population.11 For this study, the Food Craving Questionnaire-Trait score was the primary focus. Participants scoring ≥ 123 points were identified as experiencing significant food cravings.
The Academic Stress Questionnaire at the University was utilized to evaluate potential stress sources specific to the virtual university setting.12 Participants scoring ≥ 32 points were classified as experiencing high academic stress. The research also conducted a comprehensive evaluation of students’ emotional well-being, with particular emphasis on assessing anxiety, depression, and insomnia during the COVID-19 pandemic.
Ethical considerations
This study received ethical approval from the Local Health Research and Ethics Committee of the Mexican Social Security Institute (Approval Number: R/2021/1801/017), ensuring rigorous protection of participants’ rights and well-being throughout the research process. All study procedures were meticulously conducted in full compliance with the updated Declaration of Helsinki, as adopted at the 64th World Medical Association General Assembly in Fortaleza, Brazil, in 2013.13
Statistical analyses
Statistical analyses were performed using SPSS Statistics software (version 25.0 for Windows; IBM Corp., Chicago, IL, United States). The normality of quantitative variables was initially assessed using the Kolmogorov–Smirnov test. Quantitative variables were expressed as mean ± standard deviation (minimum–maximum), and categorical variables were reported as frequencies (n) and percentages (%). Parametric tests such as Student’s t-test and one-way analysis of variance (ANOVA) with subsequent post hoc tests, were applied to quantitative variables demonstrating normal distribution. Non-parametric tests such as the Kruskal–Wallis test were utilized for variables with non-normal distributions. The Chi-square test and Fisher’s exact test were employed for categorical variables. Multiple linear regression models were constructed to assess associations between dependent and independent variables. Logistic regression models were used to analyze binary outcomes. All regression models were adjusted for potential confounding variables, including age, sex, BMI, and waist circumference, where appropriate. Results are presented as beta coefficients (β) with 95% confidence intervals (CI) for linear regression, and odds ratios (OR) with 95% CI for logistic regression. A two-tailed P-value of <0.05 was considered statistically significant.
Results
A total of 328 surveys were distributed via university email lists to eligible students. Of these, 156 responses were received. After applying selection criteria, 42 students were unable to participate in the study for the following reasons: failure to meet inclusion criteria (n = 26) and incomplete data (n = 16). The final analytical sample comprised 114 students (Fig. 1).
Description of clinical characteristics and perception of virtual education
The study comprised 114 university students with a mean age of 22.0 ± 3.4 years, ranging from 19 to 50 years. The sample was predominantly female (84.0%), with 77.0% of participants reporting a normal weight during the COVID-19 lockdown period. Regarding perceptions of the virtual educational experience, a majority of students (58.8%) reported feeling overwhelmed by the virtual workload, while 39.5% expressed a lack of motivation to participate in online classes. During the confinement period, students experienced notable emotional distress: 34.2% reported feelings of anxiety, and 24.6% reported insomnia (Table 1). The Global Physical Activity Questionnaire, a World Health Organization–validated instrument used across multiple populations,14 was administered to evaluate physical activity. However, no relevant data were obtained from this assessment (data not shown).
Table 1Clinical characteristics, academic stress levels, and virtual educational perceptions among university students during the COVID-19 Lockdown
Variables | Study population |
---|
Total participants (n) | 114 |
Age (years) | 22.0 ± 3.4 (19–50) |
Male, n (%) | 18 (15.8%) |
Female, n (%) | 96 (84.2%) |
BMI (kg/m2) | 23.0 ± 3.5 (18.6–35.1) |
BMI 18.5 - 24.9 kg/m2, n (%) | 87 (77.0%) |
BMI ≥ 25 kg/m2, n (%) | 26 (23.0%) |
Waist circumference (cm) | 73.2 ± 10.2 (59–105) |
Academic stress levels |
Low, n (%) | 19 (16.7%) |
Moderate, n (%) | 64 (56.1%) |
High, n (%) | 31 (27.2%) |
Perception of the virtual educational environment |
Overwhelmed by virtual school workload, n (%) | 67 (58.8%) |
Poor recognition and no contact with peers, n (%) | 49 (43.0%) |
No motivation to join virtual classes, n (%) | 45 (39.5%) |
Unsatisfactory experience with virtual education, n (%) | 23 (20.2%) |
Poor distribution of time in virtual education, n (%) | 18 (15.8%) |
Emotional perception |
Anxiety Perception, n (%) | 39 (34.2%) |
Insomnia Perception, n (%) | 28 (24.6%) |
Depression perception, n (%) | 18 (15.8%) |
Association between academic stress levels and food cravings among university students
Analysis of academic stress patterns revealed that a substantial proportion of university students experienced elevated stress levels during education under the COVID-19 lockdown. As shown in Table 1, 56.1% (n = 64) of students reported moderate stress levels, while 27.2% (n = 31) experienced high levels of academic stress while enrolled in virtual classes.
During the lockdown period, 13.5% (n = 15) of participating students exhibited food cravings. Students with food cravings demonstrated markedly higher consumption of red and fatty meats (33.3%) compared to those without cravings (10.4%), a statistically significant difference (P = 0.030). Notably, processed foods and sweets consumption showed a distinct pattern: 26.7% of students with cravings reported intake, while no consumption was reported among students without cravings (P = 0.001). Additionally, the data suggested a trend toward increased cereal consumption among students with food cravings (73.3%) compared to those without cravings (47.9%), although this difference approached but did not reach statistical significance (P = 0.095) (Table 2).
Table 2Association of high dietary intake† across food groups with food craving frequency among university students during the COVID-19 lockdown
Variables | Without food craving | With food craving | P-value | Adjusted OR (95% CI) | P-value |
---|
n = 111 | 96 (86.5%) | 15 (13.5%) | | | |
Cereals, n (%) | 46 (47.9%) | 11 (73.3%) | 0.095 | 3.79 (0.818–17.594 | 0.089 |
Fruits and Vegetables, n (%) | 39 (40.6%) | 6 (40.0%) | 1.000* | 1.48 (0.406–5.400) | 0.552 |
Dairy products, n (%) | 3 (3.1%) | 0 (0.0%) | 1.000* | – | – |
Processed foods and sweets, n (%)C | 0 (0.0%) | 4 (26.7%) | 0.001* | 8.95 (2.124–37.781) | 0.003 |
Legumes and oilseeds, n (%) | 2 (2.1%) | 0 (0.0%) | 1.000* | – | – |
Red and fatty meats, n (%) | 10 (10.4%) | 5 (33.3%) | 0.030* | 4.50 (1.084–23.029) | 0.039 |
White meats, n (%) | 9 (9.4%) | 2 (13.3%) | 0.642* | 1.21 (0.120–12,176) | 0.873 |
Association between virtual educational environment, dietary characteristics, and academic stress levels
Table 3 highlights dietary characteristics and academic stress associated with the virtual educational environment experience. Of the total participants, 32.7% (n = 37) reported a negative experience with virtual education during the COVID-19 lockdown. These students demonstrated a notable trend toward increased food cravings compared to those with positive perceptions (21.6% vs 9.3%, P = 0.084). A particularly significant finding emerged regarding the consumption of energy-dense, high–saturated fat foods: students reporting negative experiences showed markedly higher intake levels (8.6 ± 4.4) compared to their counterparts with positive experiences (6.8 ± 3.0, P = 0.014). Conversely, students who maintained a favorable view of their virtual education experience exhibited lower consumption of calorie-dense, high–saturated fat foods and demonstrated reduced food craving levels (Table 3).
Table 3Association of dietary characteristics and academic stress levels with positive experiences in the virtual educational environment among university students during the COVID-19 lockdown
Variables | Virtual educational environment
| P-value | Adjusted β or OR (95% CI) | P-value |
---|
Positive experience | Negative experience† |
---|
n = 113 | 76 (67.3%) | 37 (32.7%) | | | |
Food craving, n (%) | 7 (9.3%) | 8 (21.6%) | 0.084* | OR:1.96 (0.525–7.794) | 0.317 |
Towards foods high in simple sugars and trans fats | 17.51 ± 8.9 | 19.6 ± 10.1 | 0.263 | β: 2.09 (−1.674–5.797 | 0.268 |
Towards foods high in complex carbohydrates and proteins | 14.68 ± 6.1 | 15.3 ± 5.9 | 0.614 | β: 0.62 (−1.890–3.131 | 0.626 |
Towards foods high in calories and saturated fat | 6.8 ± 3.0 | 8.6 ± 4.4 | 0.014 | β:1.82 (0.365–3.281) | 0.015 |
Mean food groups | | |
Cereals | 39 (51.3%) | 18 (48.6%) | 0.474 | OR: 0.82 (0.341–1.955) | 0.649 |
Fruits and vegetables | 33 (43.4%) | 13 (35.1%) | 0.423 | OR: 0.89 (0.365–2.167) | 0.796 |
Red and fatty meats | 10 (13.2%) | 5 (13.5%) | 1.000* | OR: 0.84 (0.234–2.988) | 0.782 |
White meats | 8 (10.5%) | 3 (8.1%) | 1.000* | OR: 0.73 (0.134–3.987) | 0.718 |
Processed foods | 0 (0.0%) | 2 (5.4%) | 0.105* | – | – |
Academic stress levels | | |
Low, n (%) | 16 (21.6%) | 2 (5.7%) | 0.051* | OR: 0.18 (0.037–0.922) | 0.040 |
Moderate, n (%) | 45 (60.8%) | 18 (51.4%) | 0.409 | OR: 0.65 (0.263–1.580) | 0.337 |
High, n (%) | 13 (17.6%) | 15 (42.9%) | 0.009 | OR: 4.91 (1.735–13.869) | 0.003 |
The relationship between virtual education perception and academic stress levels was particularly noteworthy. Students expressing negative perceptions of their virtual education experience exhibited significantly higher levels of academic stress compared to those reporting positive experiences (42.9% vs 17.6%, P = 0.009). However, the analysis revealed no statistically significant differences in food group consumption patterns based on students’ perceived virtual educational experience during the lockdown period (Table 3).
Association between academic stress levels, food cravings, and virtual educational experience
Analysis of the relationship between nutritional characteristics, the virtual educational environment, and academic stress levels revealed significant patterns among university students, as presented in Table 4. Students reporting high academic stress levels demonstrated markedly elevated frequencies of food cravings (29.6%) compared to those with low (5.6%) and moderate (9.7%) stress levels (P = 0.020). These highly stressed students showed a significant preference towards foods rich in complex carbohydrates and proteins (17.5 ± 5.1) compared to their counterparts with low (13.7 ± 6.1) and moderate (14.7 ± 6.2) stress levels (P = 0.037). Additionally, they exhibited a notable tendency toward consuming high-calorie and saturated fat foods (8.9 ± 3.5) compared to students with low (6.7 ± 3.6) and moderate (7.1 ± 3.6) stress levels (P = 0.055) (Table 4).
Table 4Association of food craving and virtual educational environment with academic stress levels in university students during the COVID-19 lockdown
Variables | Academic stress levels
| P-value | Adjusted β or OR (95% CI) | P-value |
---|
Low | Moderate | High |
---|
n = 108 | 18 (16.7%) | 63 (58.3%) | 27 (25.0%) | | | |
Age (years) | 22.3 ± 4.3 | 22.3 ± 3.9 | 21.4 ± 1 | 0.483 | – | – |
BMI (kg/m2) | 23 ± 2.9 | 23.3 ± 3.3 | 22.4 ± 4.3 | 0.587 | – | – |
BMI 18.5 - 24.9 kg/m2, n (%) | 15 (83.3%) | 45 (71.4%) | 22 (81.5%) | 0.492 | – | – |
BMI ≥ 25.0 kg/m2, n (%) | 3 (16.7%) | 18 (28.6%) | 5 (18.5%) | | | |
WC (cm) | 74.4 ± 8.4 | 72.3 ± 8.9 | 73.8 ± 13.9 | 0.843 | – | – |
Food craving | | |
Food craving, n (%) | 1 (5.6) | 6 (9.7) | 8 (29.6) | 0.020* | OR:4.71 (1.192–18.578) | 0.027 |
Towards foods high in simple sugars and trans fats | 16.2 ± 7.7 | 18.2 ± 9.5 | 20.3 ± 9.7 | 0.327 | β: 4.12 (−0.890–9.137) | 0.107 |
Towards foods high in complex carbohydrates and proteins | 13.7 ± 6.1 | 14.7 ± 6.2 | 17.5 ± 5.1 | 0.037* | β: 3.76 (0.189–7.341) | 0.040 |
Towards foods high in calories and saturated fat | 6.7 ± 3.6 | 7.1 ± 3.6 | 8.9 ± 3.5 | 0.055 | β: 2.18 (−0.058–4.411) | 0.057 |
Perception of the virtual educational scenario | | |
Overwhelmed by virtual school workload, n (%) | 7 (38.9%) | 36 (57.1%) | 21 (75.0%) | 0.048* | OR: 4.03 (1.309–12.377) | 0.015 |
Poor recognition and no contact with peers, n (%) | 6 (33.3%) | 27 (42.9%) | 14 (50.0%) | 0.571 | OR: 2.05 (0.775–5.402) | 0.148 |
No motivation to join virtual classes, n (%) | 3 (16.7%) | 22 (34.9%) | 17 (60.7%) | 0.007* | OR: 3.46 (1.258–9.484) | 0.016 |
Unsatisfactory experience with virtual education, n (%) | 1 (5.6%) | 12 (19.0%) | 9 (32.1%) | 0.091 | OR: 2.87 (0.815–10.137) | 0.101 |
Poor distribution of time in virtual education, n (%) | 1 (5.6%) | 6 (9.5%) | 10 (35.7%) | 0.002* | OR: 8.06 (2.226–29.198) | 0.001 |
The impact of stress levels extended beyond dietary patterns to affect students’ engagement with virtual education. Students experiencing high academic stress reported significantly higher rates of feeling overwhelmed by the virtual workload (75.0%) compared to those with low (38.9%) and moderate (57.1%) stress levels (P = 0.048). They also demonstrated markedly lower motivation for virtual class participation (60.7%) compared to students with low (16.7%) and moderate (34.9%) stress levels (P = 0.007). Furthermore, these highly stressed students reported significantly poorer time management in the virtual educational setting (35.7%) compared to their peers with low (5.6%) and moderate (9.5%) stress levels (P = 0.002). Conversely, students experiencing lower levels of academic stress exhibited more favorable behaviors, characterized by reduced food cravings and more positive perceptions of their virtual learning environment (Table 4).
Multiple regression analysis confirmed the independent associations observed in bivariate analyses. After adjusting for age, sex, BMI, and waist circumference, the consumption of processed foods and sweets among students with food cravings remained statistically significant (OR = 8.95, 95% CI: 2.124–37.781, P = 0.003), as did the association with red and fatty meats consumption (OR = 4.50, 95% CI: 1.084–23.029, P = 0.039) (Table 2). Students with negative virtual education experiences showed independently higher consumption of energy-dense, high–saturated fat foods (β = 1.82, 95% CI: 0.365–3.281, P = 0.015) after controlling for potential confounders. The association between negative virtual education experiences and high academic stress remained significant in the adjusted model (OR = 4.91, 95% CI: 1.735–13.869, P = 0.003) (Table 3). Finally, high academic stress remained significantly associated with increased food cravings (OR = 4.71, 95% CI: 1.192–18.578, P = 0.027) and consumption of foods high in complex carbohydrates and proteins (β = 3.76, 95% CI: 0.189–7.341, P = 0.040) (Table 4).
Discussion
This retrospective cross-sectional study investigated the relationship between dietary patterns, nutritional characteristics, academic stress, and virtual education among university students in Mexico during the COVID-19 lockdown period. This research utilized validated self-reported questionnaires to assess dietary patterns, nutritional intake, and academic stress levels, ensuring methodological rigor in data collection.9–12 The findings revealed significant challenges faced by university students during the COVID-19 lockdown. Students experienced elevated academic stress while simultaneously struggling with disrupted eating patterns and difficulties adapting to the virtual educational environment. These observations align with existing literature documenting the pandemic’s widespread impact on university student populations, particularly regarding academic stress and altered eating behaviors. Previous studies have specifically highlighted the correlation between these challenges and an increased prevalence of adverse emotional states, including depression, anxiety, and insomnia, during the lockdown period.15,16 These findings underscore the interconnected nature of academic stress, dietary habits, and adaptation to virtual learning environments.
The results demonstrate a significant association between elevated academic stress levels and increased food cravings among university students during the lockdown period. Students experiencing high academic stress exhibited a markedly higher frequency of food cravings (29.6%, P = 0.020), particularly toward high-calorie foods (P = 0.037). These observations are consistent with those previously documented in the scientific literature.17 The observed increase in consumption of complex carbohydrates and proteins during this period can be attributed to multiple physiological and psychological mechanisms associated with academic stress during confinement. Research has established that stress triggers significant neurochemical responses, particularly the release of cortisol, which serves as a key mediator in appetite regulation. This hormonal response typically generates an increased preference for calorie-dense foods as part of the body’s energy compensation mechanism. Furthermore, the preferential consumption of complex carbohydrates and proteins may serve an adaptive function, as these macronutrients have been shown to modulate stress responses through their role in serotonin synthesis, potentially contributing to temporary stress relief.18
Furthermore, university students experiencing elevated academic stress demonstrated significantly diminished perceptions of their virtual educational experience, characterized by increased feelings of being overwhelmed and lack of motivation compared to their counterparts with lower stress levels. These findings highlight the need to implement comprehensive psycho-nutritional support strategies to enhance academic stress management among university students. This necessity is particularly evident given the documented negative effects of the COVID-19 lockdown on the student population that persisted beyond the World Health Organization’s declaration of the pandemic’s end.19
Analysis of nutritional characteristics revealed that students experiencing high academic stress demonstrated significantly greater preferences for energy-dense, nutrient-poor foods, particularly red and fatty meats, sausages, and refined cereals, compared to their counterparts with lower stress levels. These dietary habits have a well-documented physiological basis: during periods of elevated stress, the ventral tegmental area’s reward system releases substantial quantities of dopamine, a neurotransmitter integral to pleasure-seeking behaviors.20 From a nutritional perspective, this physiological response manifests as increased consumption of highly palatable foods, especially those rich in fats and simple sugars. These foods function as potent stimulants of the reward system, triggering pleasure signals that induce temporary states of comfort and relaxation, thereby temporarily alleviating stress. Notably, nutrient-dense plant-based foods typically fail to activate these reward pathways as effectively, explaining their reduced consumption during periods of heightened stress.21
This stress-induced pattern of maladaptive eating behaviors carries significant health implications, potentially contributing to metabolic dysregulation through various mechanisms, including weight gain and disturbances in glucose and lipid homeostasis. Such metabolic alterations may accelerate the onset of chronic non-communicable diseases, including obesity, diabetes, and cardiovascular conditions, at earlier ages than typically observed.22 Moreover, the intensified academic stress during the COVID-19 lockdown likely exacerbated these detrimental dietary habits, creating a self-perpetuating cycle of poor nutritional choices and deteriorating emotional and physical health among university students.15
Analysis revealed significant associations between negative virtual education experiences during lockdown and increased food cravings, particularly the consumption of energy-dense, high–saturated fat foods. These dietary habits correlated strongly with elevated academic stress levels, indicating that adaptation to remote learning presented substantial challenges for a considerable proportion of students. Prior research has documented that the transition to virtual education during the COVID-19 lockdown intensified both academic stress and dietary challenges among university students.3,23 Students reporting negative experiences with the virtual educational environment demonstrated higher frequencies of maladaptive eating behaviors, including increased food cravings and preferential consumption of energy-dense, high–saturated fat foods. These students also exhibited significantly higher academic stress levels compared to peers who maintained positive perceptions of virtual learning. This behavioral pattern can be largely explained through the neurobiological mechanisms of the brain’s reward system and its pursuit of positive reinforcement.21 The scientific literature has established that foods high in fat and sugars possess significant addictive potential, activating neurobiological responses that contribute to the development and perpetuation of maladaptive eating patterns, particularly during periods of elevated stress.24,25
This study presents several inherent methodological limitations that warrant careful consideration. Primarily, the cross-sectional design precludes establishing causal relationships between elevated academic stress levels and maladaptive dietary habits during the COVID-19 confinement period. The study’s recruitment from a single university institution potentially limits the generalizability of findings to the broader student population during the COVID-19 lockdown. The retrospective nature of the study introduces additional limitations, particularly regarding data collection methods. The reliance on self-reported questionnaires presents potential recall bias, as participants’ ability to accurately recollect their nutritional habits and stress levels during the confinement period may be imperfect. Furthermore, the exclusive focus on data collection during the COVID-19 confinement period, without pre- or post-pandemic comparisons, prevents longitudinal analysis and limits the study’s conclusive capacity. To address these limitations, future research should incorporate longitudinal study designs to establish temporal relationships; multi-institutional sampling to enhance population representativeness; objective data collection methods, including detailed dietary records; and biochemical measurements for precise assessment of nutritional status.
Future directions
The findings of this research establish a foundation for conducting new investigations with different approaches to advance understanding of the complex interrelationships between academic stress, dietary behaviors, and educational modalities in university populations. Future research should implement prospective cohort designs spanning multiple academic periods to establish temporal relationships between academic stress exposure and dietary behavior modifications. Additionally, studies involving multiple institutions with varied socioeconomic profiles, geographical locations, and educational structures would provide better insight into how institutional factors moderate the relationship between academic stress and dietary behaviors.
For future investigations, it is advisable to incorporate biochemical stress markers, such as cortisol and other inflammatory markers, to complement self-reported stress assessments, which were not feasible in this study. Similarly, more objective dietary assessment methods, such as 24-h dietary recalls, would significantly improve the accuracy of dietary behavior evaluation. The development and validation of culturally adapted assessment instruments also represent priorities for this type of research. Tools for stress and dietary assessment must be specific to university populations, capturing the unique stressors and dietary patterns relevant to different contexts while maintaining psychometric rigor.
Finally, future research should evaluate the effectiveness and feasibility of interventions that integrate stress management, nutritional education, and academic support services, with the objective of structuring student wellness programs and identifying strategies for sustainable program delivery within university environments.
Conclusions
This retrospective investigation demonstrates the significant impact of the COVID-19 lockdown on academic performance, nutritional behaviors, and emotional well-being among university students in Mexico. The findings reveal an association between elevated academic stress levels and maladaptive dietary habits, characterized by an increased frequency of cravings for energy-dense foods. These dietary changes were notably concurrent with negative perceptions of the virtual education implemented during the lockdown period.
These results emphasize the critical need for implementing comprehensive support strategies addressing the holistic well-being of university students. Such interventions should focus on multiple domains: mitigating the adverse effects of academic stress, facilitating the adoption of health-promoting behaviors, and minimizing the negative impacts of COVID-19 lockdown measures and virtual education on the student population.
Declarations
Acknowledgement
The authors would like to express their gratitude to the participants in this study for their enthusiastic support. They also acknowledge the Degree in Nutrition academic program and the Integral Health Academic Unit for providing the facilities necessary to carry out this work. Special thanks to Andrea Verónica Zambrano Ramírez and Briseida Jaqueline Navarro Pedraza, students in the Degree in Nutrition at the Autonomous University of Nayarit, for their assistance in collecting data from all the participants in this study.
Ethical statement
This study was approved by the Local Committee for Health Research and Ethics 1801 of the Mexican Social Security Institute, based in the state of Nayarit, Mexico (Approval Number: R/2021/1801/017). All participants provided written informed consent prior to their inclusion in the study, following the principles established in the Declaration of Helsinki as revised in 2024.
Data sharing statement
The original data from this study are available upon request from the corresponding author, in compliance with confidentiality and participant privacy protocols.
Funding
This research was supported by grants from the Autonomous University of Nayarit through the call “Promotion of Educational Research UAN 2020” (SPP/UAN/05-229/2021 to PGI). The funding source did not participate in the collection, analysis, or interpretation of the data, nor in the writing and/or decision to submit this article.
Conflict of interest
The authors declare no conflicts of interest related to this publication.
Authors’ contributions
Conceptualization (RTV, PGI), methodology (RTV, GCC, LRMG), software (LRMG), validation PGI, GCC), formal analysis (RTV, LRMG, EAZC), investigation (RTV, GCC, LRMG, PGI, DMF), resources (PGI, DMF), data curation (LRMG), writing - original draft preparation (RTV), writing - review and editing (RTV, EAZC, GCC, PGI, DMF), visualization (RTV, EAZC), project administration (PGI), and funding acquisition (DMF, PGI). All authors have made significant contributions to this study and have approved the final manuscript.