Academic Achievement,Stress,and Energy Drink Consumption Among Middle School Youth

Abstract

Background:

Many early adolescents regularly consume energy drinks (EDs); however, little is known about the associated academic and psychosocial factors. The aim of this study was to examine associations between stress, academic achievement, value on academic achievement, and ED consumption among middle school adolescents.

Methods:

Participants were 667 students (ages 10–15 years; 58% female; 57% white) from five middle schools in Texas. The students completed questionnaires consisting of 167 items during a 45- to 90-minute classroom period in the Spring and Fall of 2013. Four logistic regression models were run to test the associations between stress, perceptions of academic achievement, and value on academic achievement with past 30-day ED use.

Results:

Race, sex, age, academic achievement, and stress were all independently associated with past 30-day ED use. Non-white students, males, older students, and those who reported lower academic achievement were more likely to report consuming EDs in the past 30 days than their peers. Stress was associated with past 30-day ED use above and beyond academic achievement and value.

Conclusions:

Findings contribute to evidence that young adolescent ED use is associated with stress and with lower levels of academic performance. The limited but alarming findings warrant longitudinal research to further support our study's findings and to inform health promoters and other stakeholders concerned with ED use among early adolescents.