A Social-Belonging Intervention Benefits Higher Weight Students' Weight Stability and Academic Achievement. Issue 6 (August 2021)

• Record Type: Journal Article
• Authors: Logel, Christine; Le Forestier, Joel M.; Witherspoon, Eben B.; Fotuhi, Omid
• Is Part Of: Social psychological & personality science. Volume 12:Issue 6(2021)
• Page Start: 1048
• Page End: 1057
• Publication Date: 2021-08
• Subjects: belonging -- weight stigma -- psychological interventions -- weight stability -- academic achievement; Personality -- Periodicals; Social psychology -- Periodicals; Electronic journals; 155.2
• DOI: 10.1177/1948550620959236
• Languages: English
• ISSNs: 1948-5506

Abstract

Psychological interventions can narrow college achievement gaps between students from nonstigmatized and stigmatized groups. However, no intervention we know of has investigated effects for one highly stigmatized group: people of higher bodyweights. We analyzed data from a prematriculation social-belonging intervention trial at 22 colleges, which conveyed that adversity in the college transition is normative, temporary, and nondiagnostic of lack of belonging. Nine months postintervention, higher weight participants in a standard belonging treatment had higher first-year grade point averages (GPAs) than controls and maintained more stable weights, an indicator of physical well-being. Effects of a belonging treatment customized to specific colleges were directionally similar but nonsignificant. Exploratory analyses revealed that effects did not differ by race and that weight effects were driven by women. Together, results show that higher weight students contend with belonging concerns that contribute to a weight gap in GPA, but belonging interventions can raise GPA and promote healthy weight stability.