The changing role of academic achievement before the onset of disordered eating in academically high-achieving females

Jennifer Krafchek, Leonie Kronborg

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The aim of this qualitative study was to investigate the role of academic achievement in the process of stress and coping of academically high-achieving females before the onset of disordered eating. Fourteen academically high-achieving female adults who had developed disordered eating in high school were interviewed, using a semistructured interview protocol. The results of a timeline analysis revealed three phases in the complex interaction of stress and coping before the onset of eating disorder symptoms. Academic achievement was both a coping strategy and a stressor for all of these high-achieving females, but the role of academic achievement changed over the timeline. The findings of this study are potentially relevant for academically high-achieving females, their teachers, and their counselors.

Original languageEnglish
Number of pages29
JournalJournal for the Education of the Gifted
DOIs
Publication statusAccepted/In press - 22 Mar 2019

Keywords

  • academic achievement
  • contingencies of self-worth
  • coping
  • eating disorders
  • females
  • gifted
  • high achievers
  • stress

Cite this

@article{d91a166f4e704b53955e3085e355a203,
title = "The changing role of academic achievement before the onset of disordered eating in academically high-achieving females",
abstract = "The aim of this qualitative study was to investigate the role of academic achievement in the process of stress and coping of academically high-achieving females before the onset of disordered eating. Fourteen academically high-achieving female adults who had developed disordered eating in high school were interviewed, using a semistructured interview protocol. The results of a timeline analysis revealed three phases in the complex interaction of stress and coping before the onset of eating disorder symptoms. Academic achievement was both a coping strategy and a stressor for all of these high-achieving females, but the role of academic achievement changed over the timeline. The findings of this study are potentially relevant for academically high-achieving females, their teachers, and their counselors.",
keywords = "academic achievement, contingencies of self-worth, coping, eating disorders, females, gifted, high achievers, stress",
author = "Jennifer Krafchek and Leonie Kronborg",
year = "2019",
month = "3",
day = "22",
doi = "10.1177/0162353219836740",
language = "English",
journal = "Journal for the Education of the Gifted",
issn = "0162-3532",
publisher = "SAGE Publications Ltd",

}

The changing role of academic achievement before the onset of disordered eating in academically high-achieving females. / Krafchek, Jennifer; Kronborg, Leonie.

In: Journal for the Education of the Gifted, 22.03.2019.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - The changing role of academic achievement before the onset of disordered eating in academically high-achieving females

AU - Krafchek, Jennifer

AU - Kronborg, Leonie

PY - 2019/3/22

Y1 - 2019/3/22

N2 - The aim of this qualitative study was to investigate the role of academic achievement in the process of stress and coping of academically high-achieving females before the onset of disordered eating. Fourteen academically high-achieving female adults who had developed disordered eating in high school were interviewed, using a semistructured interview protocol. The results of a timeline analysis revealed three phases in the complex interaction of stress and coping before the onset of eating disorder symptoms. Academic achievement was both a coping strategy and a stressor for all of these high-achieving females, but the role of academic achievement changed over the timeline. The findings of this study are potentially relevant for academically high-achieving females, their teachers, and their counselors.

AB - The aim of this qualitative study was to investigate the role of academic achievement in the process of stress and coping of academically high-achieving females before the onset of disordered eating. Fourteen academically high-achieving female adults who had developed disordered eating in high school were interviewed, using a semistructured interview protocol. The results of a timeline analysis revealed three phases in the complex interaction of stress and coping before the onset of eating disorder symptoms. Academic achievement was both a coping strategy and a stressor for all of these high-achieving females, but the role of academic achievement changed over the timeline. The findings of this study are potentially relevant for academically high-achieving females, their teachers, and their counselors.

KW - academic achievement

KW - contingencies of self-worth

KW - coping

KW - eating disorders

KW - females

KW - gifted

KW - high achievers

KW - stress

UR - http://www.scopus.com/inward/record.url?scp=85063330674&partnerID=8YFLogxK

U2 - 10.1177/0162353219836740

DO - 10.1177/0162353219836740

M3 - Article

JO - Journal for the Education of the Gifted

JF - Journal for the Education of the Gifted

SN - 0162-3532

ER -