The Effects of Academic Stress on High Sugar Intake of Allied Health Students at Perpetual Help College Manila

Abstract

Academic stress is one of the most pervasive challenges faced by students in higher education, particularly those enrolled in Allied Health programs where academic rigor, clinical responsibilities, and intensive coursework converge to create high-pressure learning environments. Under such conditions, students frequently resort to maladaptive coping mechanisms, including increased consumption of sugar-rich foods and beverages. This study investigated the relationship between academic stress and high sugar intake among Allied Health students at Perpetual Help College Manila. Using a descriptive-correlational quantitative research design, data were collected from 62 students through a validated four-part questionnaire measuring demographic characteristics, academic stressors (course load, time management, clinical internship), sugar intake behaviors (frequency, types, patterns), and coping strategies. Descriptive statistics summarized the respondents’ profiles and behavioral tendencies, while Spearman’s Rho correlation determined associations between key variables. Results revealed strong positive correlations between course load and sugar intake frequency (ρ = .745, p = .000), types of sugary foods consumed (ρ = .746, p = .000), and consumption patterns (ρ = .744, p = .000). Time management challenges and clinical internship stress also showed significant associations with increased sugar consumption. Although coping mechanisms such as time management and cognitive-behavioral strategies were significantly associated with reduced academic stress, they did not necessarily lead to decreased sugar intake. These findings suggest that sugar consumption among Allied Health students is influenced not only by stress but also by habit, accessibility, and perceived energy needs during academic tasks. The study emphasizes the need for enhanced stress-management interventions, health-promoting campus environments, and nutrition education to guide students toward healthier coping behaviors. Recommendations include institutional programs focused on wellness, student support strategies, and further research exploring long-term effects of stress-related dietary behaviors.