Relationship between energy drink consumption, perceived health, and academic performance in university students
DOI:
https://doi.org/10.47197/retos.v70.117046Keywords:
Energy drinks, quality of life, Short Form-12, mental health, university studentsAbstract
Introduction. Energy drink consumption has been identified as a growing habit among university students, associated with the pursuit of enhanced academic performance, despite its potential adverse effects on perceived health.
Objective. To analyze the relationship between energy drink consumption, perceived health, and academic performance among university students from a higher education institution, considering gender differences.
Methodology. A quantitative, cross-sectional, and correlational study was conducted with 1,127 university students from Guayaquil, Ecuador. Structured questionnaires were applied to assess energy drink consumption, perceived health (SF-12), and self-reported academic performance. Statistical analysis included Chi-square tests, Spearman’s correlation coefficients (ρ), and heatmap visualizations, with a significance level set at p < 0.05.
Results. No statistically significant associations were found between energy drink consumption, perceived health, and academic performance (ρ < 0.10; p > 0.05). However, significant gender-based differences were observed in consumption frequency (χ² = 13.622; p = .018), mental health perception (χ² = 14.499; p < .001), and academic performance (χ² = 19.811; p < .001).
Discussion. These findings contrast with previous studies reporting direct effects of frequent energy drink consumption on quality of life and academic performance, suggesting the mediation of uncontrolled variables such as anxiety, academic stress, or health literacy. The need for multivariate approaches in future research is emphasized.
Conclusions. Although a direct relationship was not evidenced, the results challenge simplistic explanations and support the need for comprehensive university-based interventions. Longitudinal studies integrating emotional, motivational, and behavioral variables are recommended.
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Copyright (c) 2025 Maria Magdalena Rosado Álvarez, José Antonio Valle Flores, Karina Gisela Valenzuela Burbano, Mariana Riofrío Crúz, Carlos Elías Bazurto Hidalgo, Juan Enrique Fariño Cortez
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