Low-income, overweight mothers of young children ate fewer fast-food meals and high-fat snacks, according to a new study they participated in, not because the study told them not to, but because the lifestyle intervention they participated in lowered their stress.
The program was 16 weeks long and its goal was to prevent weight gain by promoting physical activity, healthy eating and stress management. The methods focused on time management and prioritizing tasks. Some of these were demonstrated in videos featuring mothers much like the study participants.
The videos used testimonies and demonstrated the women interacting with their families to help mothers identify stressors. Presumably because they have never lived another way, many of the participants said they never realized how high their stress level actually was.
Many also did not recognize the symptoms of head and neck pain, trouble sleeping and feeling impatient were all signs of stress.
When the study was analyzed the data determined that these women’s lowered perceived stress was a key factor in them eating less fast-food and high fat snacks.
Parents and guardians of high school student may share a common fear: that if their student isn’t motivated to do well in school there is nothing that can be done about it. However, a new study that followed 1,600 high school students over 2 years found that their scholastic motivation did change and usually for the better.
The study demonstrated that if a students’ sense of belonging in school was increased so did their motivation for academics.
Study leaders stated that students with lower levels of motivation tend to shift toward “an adaptive profile” that include better motivational characteristics over time. Meaning that for many students their motivation could increase, even drastically, from freshmen to senior year.
The research demonstrated that motivation is more complex than people think. Students motivations were multifaceted, there are different types of motivation that drive academic behavior. Some students just love to learn, while others are willing to learn because of the hope of a career.
The study place participants in six categories ranging from amotivated to autonomous—from having absolutely no motivation to needing not outside influence to learn.
The “Journal of Educational Psychology” published the work.