Chronobiology, Stress Responses, and Eating Behaviors: A Comprehensive Review Among University Students

Abstract

University students often face unique challenges that disrupt their circadian rhythms, elevate stress levels, and alter eating behaviors. Understanding the interactions between chronobiology, stress responses, and dietary habits is essential to improving health outcomes in this population. This comprehensive review synthesizes current evidence from peer-reviewed studies published between 2015 and 2024, examining the relationship between circadian rhythms, stress responses, and eating behaviors among university students. A systematic search was conducted across multiple databases, including PubMed, ScienceDirect, and Google Scholar, using relevant keywords such as "chronotype," "stress," "eating behaviors," and "university students”. The review identifies a significant association between chronotype variations (morningness-eveningness preferences) and stress levels, where evening chronotypes are more susceptible to higher stress and irregular eating patterns. Disruptions in circadian rhythms were linked to emotional eating, late-night snacking, and poor dietary quality, which may contribute to adverse health outcomes. Additionally, the findings highlight the complex bidirectional relationship between stress and eating behaviors, mediated by biological and psychological pathways. However, gaps remain in understanding the mechanisms underlying these interactions and the extent to which chronobiological factors influence stress management and dietary choices in diverse student populations. This review underscores the importance of considering chronobiological factors in understanding stress responses and eating behaviors among university students. Future research should focus on longitudinal studies and targeted interventions that address the specific needs of different chronotypes to promote healthier stress management and nutritional practices. These insights could inform strategies to enhance student health, well-being, and academic performance.