Social determinants of nutrition and academic performance: multiple correspondence and cluster analysis

Nutrition is a key determinant of cognitive functioning and academic achievement, yet students' dietary behaviors are strongly shaped by social and economic contexts. Limited evidence exists on how social determinants, nutrition, and academic performance interact as multidimensional patterns in university populations.

A cross-sectional study was conducted among 325 undergraduate students at the Universidad Estatal de Milagro (Ecuador). Data were collected using a validated questionnaire covering sociodemographic factors, social determinants, nutritional behaviors, and academic outcomes. All variables were categorized and analyzed using Multiple Correspondence Analysis (MCA) to identify latent dimensions, followed by hierarchical and k-means cluster analysis to derive homogeneous student profiles.

The first two MCA dimensions explained 25.1% of the total variance and revealed a clear socioeconomic-nutritional gradient and a psychosocial-academic orientation. Cluster analysis identified four distinct student profiles differing in food access, dietary habits, and academic satisfaction. Profiles characterized by favorable socioeconomic conditions and regular healthy practices (e.g., consistent breakfast consumption) were associated with higher academic satisfaction and performance. Conversely, clusters reporting financial constraints, food access difficulties, and less structured dietary behaviors showed lower academic satisfaction.

Social determinants critically shape nutritional behaviors, which are closely linked to academic outcomes in university students. The combined use of MCA and clustering reveals heterogeneous profiles that highlight the need for targeted, multidimensional interventions. Integrating nutrition support, food security policies, and psychosocial services into higher education strategies may contribute to improving both student health and academic success.