How Nutrition Affects College Students Academic Success

Com 381: Research Methods in Communications

Karen Petrik, Rachel Duddy, Jess Blackledge,

Kerry Shanaberger
Introduction

Nutritious food availability on college campuses is a growing issue among students for a

multitude of reasons. Often times college campuses do not offer nutritious food options to their

students, leaving them either hungry or eating empty foods that do not essentially benefit their

well-being. Merriam-Webster Dictionary defines nutrition as obtaining the food necessary for

health and growth (Nutrition, 2017). Since students do not get to choose what college

campuses provide them with, they are left to choose the options given to them. Often times,

students or their parents will bring some of their own food into their dorms, but once it runs out it

may not be easily accessible and can cost a lot of money. With campuses charging so much

money for food plans, students deserve to be fed nutritious meals.

The problem at hand goes far beyond the money aspect of college meal plans, because

nutrition is becoming an issue for students academic success. Academic success is defined as

achievement and engagement in educationally purposeful activities, satisfaction, acquisition of

desired knowledge, skills and competencies, persistence and attainment of educational outcomes

and performance (York, Gibson, & Rankin, 2015). Nutrition means that what people put in

their body will benefit their health and will help them grow. If students are not getting enough

nutrients from the food they eat, then their bodies as well as their brains will not be working as

efficiently or as accurately as it should be. Students may not be able to focus because of the lack

of food available to them or because the foods they eat do not fuel their body properly, leading

them to a near impossible task to maintain good grades and achieving academic success. If

students are expected to keep up their grades, study, and excel in school then they need to be

provided with healthy and nutritious meals to help ensure this. The following research will
examine the connection between nutritious food options available to college students and its

effects on students academic success. The research will focus on students specifically at the

University of Rhode Island (URI) and can be generalized to college campuses, as a whole, across

the United States. More specifically we are looking to answer the question, does nutrition at

URI dining halls affect college students academic success?

Literature Review

A study from Oregon State University examines how food insecurity; defined as the

ability to feed oneself at all or nutritiously, affects academic achievement and psychological

health in grades K-12 and college students (Cady, 2014). The term food insecure ranges from

high food security to low food security; high being access to nutritious food and low food

security being no access to nutritious food or food at all. The article discusses surveys conducted

all over college campuses throughout the United States. It states their level of food insecurity and

how it may impact their education, health and psychological behaviors. Of all the surveys a total

of 14% of all students admitted to having some sort of food insecurity and up to 59% of students

at individual universities being very food insecure/not having access to food at all (Cady, 2014).

One issue with this study is that although the study shows a large number of food insecure

students, the study does not give students a definition or consensus of what food insecure

actually means to people.

The study makes the connection between food insecurity and academic achievement.

Although there are no studies on college students and academic achievement among the food

insecure, there are studies on K-12 students and the effects of food insecurity. Overall, these

studies show a correlation between food insecurity and math grades, as well as memory retention
and reading scores. The students that described themselves as very low in food security have

much lower math, memory retention and reading scores than their peers that identified high on

the food secure scale. Since there is no study specifically on college students and the effects of

food insecurity, this study makes a pipeline assumption that the habits in food insecurity and

poor academic achievement will carry on into college as it did throughout high school for these

students affected.

An additional article titled How Does Nutrition Influence Students Academic

Performance by Wilder Research (Stuber, 2014), outlines the effects nutrition has on students

academic achievement. Studies have found multiple correlations with nutrition and academic

achievement, including obesity, food insecurity, and limited food access as areas of concern.

Many students admit that they are not able to get the proper nutrition due to a lack of money.

This lack of nutritious food directly impacts ones ability to reach their full potential in the

classroom.

Research has also shown that nutrition affects students thinking skills, behavior, and

health, which are all factors that impact academic performance (Stuber, 2014). Additionally, the

article describes how diets containing high amounts of trans and saturated fat have a negative

impact on learning and memory. This can also cause adverse effects on ones cognitive

development. When a student does not receive adequate nutrition, they are more susceptible to

illness, stomach issues and headaches. However, when a student does have access to adequate

nutrition their cognition, energy levels, and memory may increase. Access to nutrition that

incorporates protein, carbohydrates, and glucose has been shown to improve students cognition,

concentration, and energy levels as well. The article also details a link between nutrition and
students behavior. This is especially true amongst elementary aged students when their brains

are still not fully developed. Studies have found that nutrition, especially breakfast, enhances

ones psychological well being and also can reduce aggression in students (Stuber, 2014). The

amount of suspensions students receive and discipline problems can also decrease.

In addition to elementary students, there have also been studies on college-aged students.

A study was conducted by the Department of Nutrition, Faculty of Medicine at the University of

Montreal (Marquis, 2005). The study was conducted with 319 students living in residence halls

with the goal of understanding convenience as it plays a role in food motivation. The researchers

conducted this study by collecting the data from a self-administered questionnaire, asking what

their motivations for choosing the foods they eat and where they eat on campus. The main

objective was to understand how convenience orientates young adults decisions. Out of all the

factors that may dictate a students decision on food choices, convenience was the most

important food motivation, followed by price, pleasure, health and concern about weight. In the

study, researchers found that there was a positive correlation between convenience and deciding

where to eat, having a varied diet, and lack of time (Marquis, 2005). The difficulties the students

associated with living in residence halls is what led students to choosing to eat what was

conveniently around, rather than trying to eat healthy and have a varied diet.This research study

provided useful data to consider when trying to answer our own hypothesis of how does campus

nutrition affect the academic performance of URI students. The data from this study showed that

students are most likely to choose foods that are unhealthy due to the food being easily available

for the students. If there proves to be a correlation between nutrition and academic performance
of URI students it would be important to consider how the food URI offers on campus affects

students diets.

More research on this subject was conducted by researchers at California State

University, Chico (Stilliman, Rodas-Fortier, & Neyman, 2004). The purpose of the study was to

assess the diet and exercise habits along with the perceived barriers to following a healthy

lifestyle in college students. A total of 471 college students enrolled in the study during the

spring semester of 2002. The participants were recruited using a stratified random sample of

upper and lower level classes, with the final class selection being dependent on obtaining

permission from the obstructor to enter the class. The study was conducted by administering a

survey designed to assess the dietary and exercise habits and perceived barriers to following a

healthy lifestyle of college students.

Results from the study showed that breakfast was the most commonly missed meal. 63%

of students snacked one to two times a day, 58% of participants ate vegetables and 64% ate

whole or canned fruit less than once a day. Men consumed more soda, alcohol, higher dairy fats,

ate more meat, and consumed less vegetables than women. More than half of the subjects rated

their diet as poor or fair. Lack of time was listed as the most common barrier to eating well.

Men exercised more than women, with women listing lack of time as the most common barrier

for not exercising.

Another barrier that contributes to a healthy student diet is food insecurity. Professors Dr.

Jennifer J. Maguire and Dr. Marissa ONeill from Humboldt State University conducted a study

in 2017 to describe the relationship between food insecurity and academic performance (O'neill,

2017). The researchers used a survey research design that was used to sample 65 college students
attending a rural, mid sized, public university in Northern California who were seeking

emergency food resources at a campus food pantry. When food security was measured using a

composite food security score, food security and GPA were negatively correlated. The

researchers found that there was no statistically significant relationship between the two

variables. However in the short-answer and open-ended questions, students also reported having

trouble concentrating in class and while studying at home when they did not have access to

enough food. Results indicated that increasing food availability for college students may improve

student ability to perform academically. This study is important to our research question because

we need to consider the possibility that students do not eat healthy because they may be food

insecure and do not have access to healthy food.

In a study on the effects of dietary intake and academic achievement in university

students, the results showed a positive association between ones diet and and how well they did

in school (Burrow 2017). The study surveyed students and found that students who reported

consuming regular meals including breakfast as well as reported higher consumption of fruit in

their diet, did generally better in school than the students who did not report this. Furthermore,

the study investigated the effects of just breakfast on academic achievement and found that

habitual consumption and nutritional quality of breakfast alone were greatly associated with

academic achievement. The study then conducted a survey on students who only ate two meals a

day and found that eating at least two regular meals a day was associated with higher GPAs.

Since increased eating of regular meals affects greater academic achievement, the article

suggested that consuming regular meals may be related to a greater diet quality and better

nutrition levels, concluding that increased nutrition positively correlates with academic
achievement (Burrow 2017). The study did not look at the options available to students on

college campuses and the effects that this has on meal frequency or meal nutrition levels or the

influence of demographics and therefore needs to be further investigated.

A similar study conducted by Jianghong Liu, analyzed the effects eating breakfast had on

preschoolers IQ. 1,656 preschool children who were all part of a city in China, Jintan, were

participants in this study. To conduct this study, the parents of the children were asked to

complete a survey which asked how often their children eat breakfast in a typical week. The

options listed on the survey were 1=Always (67 days a week), 2=Often (45 days a week),

3=Sometimes (23 days a week), and 4= Rarely (01 days a week). To determine the IQ of the

children, an intelligence test was given using norms of the Wechsler Preschool and Primary

Scale of Intelligence when the children were six years old. Descriptive analysis was conducted of

the results, and it showed that almost 80% of the children had breakfast 4-5 times per week,

14.5% reported to eat breakfast at least 6 days per week and only 5.7% said that had breakfast

less than 4 times per week. As for the IQ test, results indicated that children who did not eat

breakfast regularly had a lower overall performance IQ. Specifically, children who do not often

eat breakfast had a 7.9 points lower on their verbal IQ score and 6.1 points lower on their

performance IQ score than those children who eat breakfast on a regular basis. When examining

all categories of the IQ assessment, children who regularly ate breakfast scored on average 4.6

points higher than children who did not regularly eat breakfast.

Lastly, a researcher from St. John Fisher College named, Lindsey M. Dodsworth,

recently conducted a study titled: Student Nutrition and Academic Achievement. Dodsworth

was studying eighth grade students from a high school in an urban neighborhood. She aimed to
determine whether nutrition affected students learning and behaviors (Dodsworth 2010).

Dodsworths research prior to her study showed chronic hunger, deficiency in iron, a consistent

lack of eating breakfast, and overall nutrition problems can be significant to academic

performance (Dodsworth 2010). When a person has iron deficiency, they have a shortened

attention span and damaged cognitive function. Studies have also shown the consumption of low

nutrient foods increased absences, tardiness, anxiety, and low test scores. Schools that have a

high percentage of students who eat breakfast have shown to score higher on scholastic tests. The

students who eat breakfast also did better in arithmetic, attention and memory tests, and had

better general cognitive function (Dodsworth 2010). In Dodsworths study, data was collected

over fourteen days and the subjects were students in an eighth grade science class. These

students had different education levels and backgrounds. Each day the students were given a

Likert style questionnaire about their nutritional choices. The instructor of the class also

evaluated each students daily academic achievement per the researchers instructions. There

were twenty-seven students total that participated in the study. The result of this study showed a

thirty two percent correlation between nutrition and academic performance (Dodsworth 2010).

The results of this study, like our study, showed a positive correlation between nutrition and

academic achievement.

All of the previous research that has been conducted has outlined that nutrition affects

many different aspects of academic success. Research leads us to believe that there is not enough

nutritional options readily available to college students, and therefore their ability to succeed in

the classroom is being compromised. Being college students ourselves, after closely analyzing
research on the correlation between nutrition and academic success, we now understand the

importance of properly fueling our body.

In past research, there were many issues regarding how studies were conducted. For

example, in the article titled, Food Insecurity As A Student Issue by Clare L. Cady, there was

no definition given for the term food insecure when conducting surveys. This leaves room for

interpretation depending on each student's view of the term. In other studies, sample size of the

population as well as the diversity of students could have affected the outcome. One study was

limited to students solely living in resident halls, and another only conducted research on

students in specific classes. Another study with a few problems was the Dodsworth study. First,

her sample of students did not have a balanced demographic. Of the students that participated in

her study, 81 percent were African American, 11 percent were Latino, 7 percent were Caucasian,

0.6 percent were Asian, and 0.4 percent were Native American. Because the demographic was so

unbalanced, this studys results most likely would not have been able to be generalized for a

larger population. If these studies had larger, more diverse sample sizes, the results may have

been more accurate and representative of the population as a whole. By seeing flaws in others

research on this subject, our group was able to improve our technique, in order to avoid making

the same mistakes.

Our question of whether or not nutritional food options affects students academic success

has been answered through our research to an extent. It is shown that in grades K-12, there is a

direct correlation between nutrition and academic success and that on college campuses students

admit to eating poorly due to lack of time. Additionally, in Jianghong Lius study on breakfast

results proved that eating breakfast in the morning has a significant effect on ones cognitive
ability. Although, these analyses were conducted on K-12 students, researchers are expected to

find very similar results when testing college students as well as adults, reinforcing the idea that

eating healthy and balanced meals is essential for reaching ones maximum cognitive potential.

We can come to the conclusion that eating healthy has a positive correlation with academic

performance on college campuses because of these studies. The questions left unanswered are

whether or not students are able to reach full nutritional value while living on college campuses

and if there is enough access to nutritional foods. In addition, we want to conclude that these

nutritional options impact academic success. Our research aims to determine whether or not there

is a direct relationship with nutrition offered at URI and college students academic performance,

with a larger sample population.

Methods

In order to examine our research question, does nutrition at URI dining halls affect

college students academic success? we created a survey which utilizes the Likert Scale and

also conducted interviews. The goal of the survey is to find if there is a correlation between

nutrition and the academic success of students. The survey includes easy to understand

statements which a participant may either strongly disagree with, disagree with, neither disagree

nor agree, agree with, or strongly agree with. This survey asks many specific questions in order

to determine whether or not students believe that their nutrition correlates to their learning, and

whether or not they believe theyre provided with sufficiently healthy foods in the URI dining

hall.

In addition to the survey, we also conducted interviews with eight college aged

participants. We asked each of the participants five questions in order to get their opinions on
nutrition and education. The five questions we asked participants were: How do you feel when

you eat unhealthy and go to class?, Do you perform better on exams when you eat a healthy

breakfast?, Do you think URI offers nutritional food options?, In general do you eat a

nutritious and balanced diet?, In general do you get good grades? These interview questions

will help us answer the remaining questions we had about previous research on this topics. Once

we interview our participants and have them take the survey we will analyze the results in order

to help us form a conclusion to our research question.

When conducting research it is extremely important to choose the right sampling methods

as well as the right participants. In our research it is important that we use a sampling method

that will allow for a group to be picked which represents the entire university as well as reduces

the chances for sampling errors. With this in mind, we decided to pick our sample group for both

the surveys and the interview using simple random sampling. According to the textbook,

Principles of Research in Communication, by Thomas D. Stewart (2002), in simple random

sampling each element in the population or universe is afforded an equal opportunity of being

selected to the sample (p.56). This technique allows us to avoid having any sampling errors and

allows each student an equal probability of being selected for the survey and interview. The

simple random sampling technique we will be using is random numbers, obtained through the

use of a computer generator. We believe this will give us a group of participants who are

unbiased. In order to select students to participate in our survey as well as our interview, we

chose from a list of students at URI who currently have a meal plan. All of these students will be

between the ages of 17-22 because we are only selecting from undergraduate students at the

university. We are not selecting students based on race or ethnicity because we want a diverse
range of participants in order to help us examine our research question. For this survey, we will

have a sample size of twenty and for the interview, our sample size will be eight. We chose to set

our sample size this way because it is small enough to be manageable when conducting our

surveys and interviews but large enough to be accurate when analyzing our results. From our

sample size of twenty students, we will be surveying ten females, as well as ten males. For our

interview we also divided our sample size of eight into four boys and four girls.We chose to

divide our population by gender in order to reduce any biases in our research. Males and females

have different body types and so the way in which they gain nutrition from food can have a

different impact on their brain as well as their ability to learn. By researching an equal number of

males and females, we will be able to reduce this bias by gender, and have a better understanding

of nutrition's impact on students in general. In order to use the computer generator method, we

would first get the names of every undergraduate student at the University of Rhode Island with

a meal plan. We will eliminate any student who is under the age of seventeen or over the age of

twenty two. Of those remaining, we will split them into a group of males and a group of females.

Then we will assign students of each group consecutive numbers and put all of those numbers

into the computer generator to obtain a random list of twenty-eight participants, fourteen males

and fourteen females. By following this procedure, we are able to minimize sampling errors.

An extremely important aspect of research is measurement. In order to conduct research,

you must have a system for measuring variables. For our research the variables are the students

nutrition and their academic success. For our survey we chose to use the Likert Summated Rated

Scale in order to measure these variables. According to Thomas D. Stewart (2002), The Likert

Scale consists of a series of positively and negatively worded declarative statements, each
accompanied by a five- or seven point scale assessing subject agreement or disagreement,

approval or disapproval (p. 44). By surveying a student's agreement or disagreement with our

survey statements, we can find if there is a correlation between nutrition and academic success.

In our survey we have a five point Likert Scale with the five points being strongly disagree (1),

disagree (2), neither agree nor disagree (3), agree (4), and strongly agree (5). The statements we

chose are worded so that at the end of the survey, we may find the summation of the participants

choices to assign a score that is meaningful to our research. For example, one of our declarative

statements is I am not able to concentrate on school work when I am hungry. A score of 5 on

this item would imply that the participant finds nutrition does affect their school work a lot.

However, a score of one would imply they dont find that there is a correlation between their

nutrition and school work. We ensured that all of our questions follow this same scoring system

so that our final summation can be interpreted based on whether it is high or low. It is possible to

assign meaning to the sum of scores in our survey because the items are unidimensional.

The last concern with our measurements is reliability and validity. We have taken some

precautions to our research in both our surveys and interviews to ensure we yield reliable and

valid results. To maintain reliability, we will use the test-retest approach. As outlined by Thomas

D. Stewart (2002), the test-retest approach requires that a measurement instrument be

administered two or more times to the same group of respondents (p. 49). Giving the same test

twice to a participant allows for us to compare the results. We allow for some time to pass before

giving the second survey in order to reduce sensitization. Furthermore, in order to test validity of

our results we would use the panel approach. In this case we would assemble a panel of people

with expertise in nutrition as well as its impact on the brain. We would present our survey to
them and have them assess it on how well it measures the correlation between nutrition and

academic success. By following these procedures, it would ensure that our research is both vaild

and reliable.

Results

After distributing our survey to twenty participants we analyzed our results using

frequency analysis through SPSS. For every question we found the mean and standard deviation.

The results for the mean are as follows: Question 1=3.4, Question 2=2.1, Question 3=4.05,

Question 4=3.9, Question 5=3.4, Question 6=4.1, Question 7=3.4, Question 8=4.5, Question

9=4.05 and Question 10=3.51. The results of the means showed us a relationship between our

two variables (nutrition and academic success). For example, the mean for the question 3 (Its

important to me that I eat nutritious food) was 4.05. We got the same mean for question 9 (I

generally perform well on exams). Additionally, the mean for question 1 (I eat healthy on a

daily basis) was 3.45, this mean was very similar to the mean for question 7 (I am able to focus

in class) which was 3.4. The similarity in our means showed a direct relationship between

eating nutritiously and academic success.The standard deviation reported for every question was

as follows: question 1 S.D.=.825, question 2 S.D.=.967, question 3 S.D.=.825, question 4

S.D.=.967, question 5 S.D.=1.27, question 6 S.D.=.967, question 7 S.D.=.753, question 8

S.D.=.825, question 9 S.D.=.825 and lastly question 10 S.D.=.257. Of all our standard deviations

reported for each question, only one stood out to us. Question 5 on regularly eating three

nutritious meals a day had a standard deviation of 1.27 because we had responses of 1 as well as
5. This shows that while participants generally ate nutritious foods and got good grades, some of

the participants still did not eat three nutritious meals a day.

Next, we ran a correlation analysis of our data to test if there is significant relationship

between our two variables. We first ran a correlation test between question 1 (I eat healthy on a

daily basis) and question 10 (What is your GPA?) to see if there was a correlation between

one's diet and their GPA. The results reported (r = 0.530, p < 0.05). These results prove that there

is a strong and positive correlation between eating nutritious food and ones GPA. Since our

p-value (0.016) is less than the given significance level (0.05) the results of our test are

statistically significant. Next, we ran a second correlation test to determine if there is a

relationship between nutrition and academic success as a whole. To do this, we took the average

of all the questions regarding nutrition for each participant, as well as the average of all the

questions regarding academic success for each participant. Once we had those averages, we put

them into the SPSS program and ran the correlation test. The results reported, (r = 0.614, p <

0.05). These results proved that there is a strong and positive correlation between eating

nutritiously and ones academic success. Additionally, because our p-value (0.004) is less than

the given significance level (0.05) the results show that there is a significant correlation between

the two variables. These results answered our remaining questions about whether or not nutrition

affects ones academic success. With these results we can conclude that nutrition at URI dining

halls does in fact affect college students academic success.

After conducting our interviews, we found that the answers given from participants were

all very similar for every question. There was no difference in answers due to gender. Our first

question asked, how do you feel when you eat unhealthy and then got to class? We found that
most of our participants generally felt tried, sluggish, and found it can be distracting when they

are hungry in class. One participant named John, however, contradicted this by saying I feel

good, because I usually dont eat at all before I go to class. John is an outlier, because since he

is used to not eating before class, any type of food feels better to him than not eating at all.

Our second question asked the participants, do you perform better on exams and in class

when you eat a good breakfast? All the participants stated they perform better when they eat

breakfast before an exam, reasoning that they are able to focus better and have more energy.

Shannon commented that she is more focused and has more energy. If not, I am tired and have

trouble concentrating on my exam. The answers to this question, leads us to believe that

students who dont eat breakfast, or eat a breakfast without adequate nutrition have a much

shorter attention span. If students are not focusing, then they will not be able to reach their full

potential academically.

The third question asked the participants, do you think URI offers nutritional food

options on campus? Our participants all agreed that URIs nutritional food options are

insufficient with most of the food being unhealthy and unappealing. The only nutritional food

option the participants mentioned that URI offers is the salad bar but they agreed that there

should be more options. One participant, Ben, stated that he often craves nutritional meals, but

cannot solely eat salads because it does not fill him up. Therefore, he is forced to fill up on the

less nutritional options offered in the dining hall. Another participant, Jake, even said that he

would prefer to go shopping than eat at the dining hall. These answers from students concerned

us, because we now know that nutrition does impact ones academic success, but the proper

foods are not being offered on our college campus.

 The fourth question asked the participants in general, do you think you eat a healthy and

nutritious diet? In our interview we defined healthy and nutritious as: a diet containing

substances necessary for growth, health, and good condition (vegetables, fruits, lean meats, etc).

All of our participants indicated they are conscious of the food they are eating and are concerned

about having a healthy diet. Each person mentioned they make an effort to make themselves

healthy and nutritious meals, indicating that the only times when they eat unhealthy is when they

eat out or are eating with friends. Many of the participants felt that when eating out with friends,

they were pressured to eat less nutritional options because it is what many of their friends were

eating. However, one participant, Allie, stated that she is somewhat required to eat healthy

because she is on the rowing team at URI. If she has a poor diet she will not perform well and

not be able to keep up with the rigorous workouts. This leads us to believe that the type of

activities and sports a person is involved in can also have a large impact on their diet.

For our final question we asked the participants in general, do you get good grades?

Overall, all of the participants felt they get good gradesmostly As and Bsoften making the

Deans List and studying hard. We were very surprised that all of our interview results were so

similar. All participants that were surveyed valued nutrition as well as their grades. Our

interview results supported our results obtained by the survey. Thus, these results strengthened

our conclusion that nutrition at URI affects college students academic success. Specifically, we

determined this through the overwhelming amount of answers, from our interviews that said, if a

participant does not eat healthy then they are not able to focus in class and as a result perform

poorly on assignments and exams. Additionally, the responses to the last two questions of the

interview support the direct relationship between eating healthy and high academic performance.
This is because all the participants who said they said healthy on a regular basis also reported

that they have A and B averages and have been on the Deans list several times.

Our findings from previous research, our results from our survey, as well as our interview

were all factors that led us to the conclusion that nutrition at URI directly impacts students

academic success.These results can most likely be generalized to college campuses all over the

United States. Our research demonstrates that if universites want their students t be successful

academically, than they need to start offering healthier options in the dining hall because

nutrition impacts student achievement much more than most people realize.
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Dodsworth, L. M. (2010). Student Nutrition and Academic Achievement. Fisher Digital

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Marquis, M. (2005). Exploring Convenience Orientation as a Food Motivation for College

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 Appendix A

Below is a copy of the survey that would be distributed to our participants.

Please complete the following survey to the best of your ability. Circle the number that

corresponds with your answer on the likert scale. 1 represents strongly disagree, 3 represents

neither disagree or agree, and 5 represents strongly agree.

NOTE: We are defining healthy and nutritious as: a diet containing substances necessary for growth, health,
and good condition (vegetables, fruits, lean meats, etc).

1. I eat healthy on a daily basis

1 2 3 4 5

2. I feel as if the food I am provided at school contains adequate nutritional value

1 2 3 4 5

3. Its important to me that I eat nutritious food

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4. I regularly buy nutritious food

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5. I eat three nutritious meals a day

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6. I do well on the majority of my homework assignments

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7. I am able to focus in class

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8. I have been on the Deans List for the majority of my college career

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9. I generally perform well on exams

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10. What is your GPA?