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

Jennifer Krafchek, Leonie Kronborg

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1 Citation (Scopus)

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
Pages (from-to)135-163
Number of pages29
JournalJournal for the Education of the Gifted
Volume42
Issue number2
DOIs
Publication statusPublished - 2019

Keywords

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

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