Submitted:
29 October 2023
Posted:
30 October 2023
You are already at the latest version
Abstract
Keywords:
Introduction
Method
Results

Findings
Absolute Change in GHI Scores:
-
Improvements in Hunger Index:
- Several countries, including Afghanistan, Angola, and Argentina, have shown significant improvements in their GHI scores between 2015 and 2023, with positive absolute changes. These improvements may be attributed to various factors, such as economic development, social programs, and international aid.
- Notable reductions in hunger are observed in various African nations, such as Lesotho, Liberia, and Malawi. This demonstrates positive progress in addressing food security challenges on the African continent.
- Some countries, like Brazil and Chile, have maintained extremely low GHI scores throughout the years, indicating consistently low levels of hunger. Their consistent performance reflects effective policies and programs that promote food security and nutrition.
- 2.
-
Worsening Hunger Index:
- While many countries improved, some have seen their GHI scores worsen. Notably, Haiti and Yemen experienced an increase in their scores between 2015 and 2023, indicating increased hunger levels. These countries face significant challenges in addressing food security and require targeted interventions.
- Venezuela exhibited the most substantial negative change, indicating a severe deterioration in food security. The situation in Venezuela is a cause for concern, and it is crucial for the international community to provide assistance and support to address their food security crisis.
Percentage Change in GHI Scores:
- Positive Percentage Change: A few countries have made significant strides in reducing hunger, as indicated by a negative percentage change. Notable examples include Argentina and Angola, which have achieved substantial progress in reducing hunger.
- Negative Percentage Change: Some nations have experienced an increase in their GHI scores, indicating a worsening food security situation. Notable examples are Yemen and Venezuela. These countries have seen a significant deterioration in food security, necessitating urgent international support to address the growing crisis.
Discussions
- Conflict: Nations facing ongoing or recent conflicts, like Yemen, often experience severe disruptions to food production and distribution systems. This contributes to increased hunger levels and malnutrition among their populations.
- Economic Instability: Economic instability, often exacerbated by factors such as inflation, currency devaluation, or resource mismanagement, can lead to reduced access to affordable and nutritious food for vulnerable populations.
- Poor Governance: Weak governance, corruption, and lack of investment in agricultural and social programs can hinder a country’s ability to address food security effectively.
Recommendations
-
Countries with Positive Changes in GHI Scores: Countries that have demonstrated positive changes in their GHI scores should continue to build on their successes by:
- Sustaining Effective Policies: Maintain and strengthen policies and programs that have contributed to the reduction of hunger. Continuity is essential for long-term success.
- Investing in Nutrition: Prioritize nutrition-specific and nutrition-sensitive programs to ensure that citizens have access to diverse and nutritious food.
- Data Collection and Monitoring: Regularly collect and analyse data on food security to track progress and identify areas that need further attention.
-
Nations Experiencing Negative Changes in GHI Scores: Countries facing deteriorating food security situations should focus on addressing the underlying causes by:
- Conflict Resolution: If conflict is a major factor, prioritize conflict resolution and peacebuilding efforts to stabilize regions and protect food production and distribution systems.
- Economic Stability: Implement measures to achieve economic stability, including curbing inflation, strengthening currency value, and managing resources effectively.
- Good Governance: Enhance governance, transparency, and accountability to ensure that resources are allocated efficiently for food security initiatives. Effective governance is crucial for managing food crises.
-
The International Community: The international community should work collaboratively to support countries facing severe food security challenges by:
- Humanitarian Aid: Provide humanitarian aid, including food assistance and nutrition programs, to alleviate immediate hunger and malnutrition in crisis-affected regions.
- Conflict Resolution and Peacebuilding: Support diplomatic efforts to resolve conflicts and build peace in areas where violence is a major contributor to food insecurity.
- Capacity Building: Offer technical assistance, capacity building, and knowledge transfer to enhance a nation’s ability to address food security issues effectively.
- Sustainable Development: Invest in long-term sustainable development programs that promote food security and nutrition, with a focus on education, healthcare, and economic opportunities.
- Monitoring and Evaluation: Continuously monitor and evaluate the impact of interventions to ensure that resources are used efficiently and effectively.
Conclusions
References
- Andrews, J. A., Hops, H., & Duncan, S. C. (1997). Adolescent modeling of parent substance use: The moderating effect of the relationship with the parent. Journal of Family Psychology, 11(3), 259–270. [CrossRef]
- Berndt, T. J., Hawkins, J. A., & Jiao, Z. (1999). Influences of friends and friendships on adjustment to junior high school. Merrill-Palmer Quarterly, 45(1), 13–41.
- Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166–179. [CrossRef]
- Brown, B. B., Bakken, J. P., & Ameringer, S. W. (2009). A comprehensive conceptualization of the peer pressure process in adolescence. In G. R. Adams & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 361–393). Wiley-Blackwell.
- Chen, X., Chang, L., Liu, H., & He, Y. (2008). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development, 79(6), 235–251.
- Original Dumas, T. M., Ellis, W. E., & Wolfe, D. A. (2012). Identity development as a buffer of adolescent risk behaviors in the context of peer group pressure and control. Journal of Adolescence, 35(4), 917–927. [CrossRef]
- Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90–101. [CrossRef]
- Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., & Flanagan, C. (1993). Developmental transitions in school: Perceived performance as a context for motivation in middle school. Journal of Adolescent Research, 8(2), 187–204.
- Fletcher, A. C., Steinberg, L., & Williams-Wheeler, M. (2004). Parental influences on adolescent problem behavior: Revisiting Stattin and Kerr. Child Development, 75(3), 781–796. [CrossRef]
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. [CrossRef]
- Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124–136. [CrossRef]
- Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44(2), 120–126. [CrossRef]
- Helsen, M., Vollebergh, W., & Meeus, W. (2000). Social support from parents and friends and emotional problems in adolescence. Journal of Youth and Adolescence, 29(3), 319–335. [CrossRef]
- Juvonen, J., & Murdock, T. B. (1995). Grade-level differences in the social value of effort: Implications for self-presentation tactics of early adolescents. Child Development, 66(6), 1694–1705. [CrossRef]
- King, R. B., & McInerney, D. M. (2016). Culture’s consequences on student motivation: Capturing cross-cultural universality and variability through personal investment theory. Educational Psychologist, 51(3), 376–401.
- Lamborn, S. D., Mounts, N. S., Steinberg, L., & Dornbusch, S. M. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 62(5), 1049–1065. [CrossRef]
- Pomerantz, E. M., Grolnick, W. S., & Price, C. E. (2005). The role of parents in how children approach achievement: A dynamic process perspective. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 259–278). Guilford Press.
- Prinstein, M. J., & Dodge, K. A. (2008). Understanding peer influence in children and adolescents. Guilford Press.
- Prinstein, M. J., & Wang, S. S. (2005). False consensus and adolescent peer contagion: Examining discrepancies between perceptions and actual reported levels of friends’ deviant and health risk behaviors. Journal of Abnormal Child Psychology, 33(3), 293–306. [CrossRef]
- Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437–460. [CrossRef]
- Ryan, A. M., & Shim, S. S. (2006). Social achievement goals: The nature and consequences of different orientations toward social competence. Personality and Social Psychology Bulletin, 32(9), 1246–1263. [CrossRef]
- Sebanc, A. M., & Pierce, W. D. (2001). Social comparison and dimensions of perceived academic competence among adolescents. Journal of Research on Adolescence, 11(3), 219–242.
- Simpkins, S. D., Schaefer, D. R., Price, C. D., & Vest, A. E. (2013). Adolescent friendships, BMI, and physical activity: Untangling selection and influence through longitudinal social network analysis. Journal of Research on Adolescence, 23(3), 537–549. [CrossRef]
- Steinberg, L., & Monahan, K. C. (2007). Age differences in resistance to peer influence. Developmental Psychology, 43(6), 1531–1543. [CrossRef]
- Steinberg, L., Fletcher, A., & Darling, N. (1994). Parental monitoring and peer influences on adolescent substance use. Pediatrics, 93(6 Pt 2), 1060–1064. [CrossRef]
- Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. [CrossRef]
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
