Association between psychosocial determinants with primary school students snacking behavior
10.16835/j.cnki.1000-9817.2022.09.020
- VernacularTitle:社会心理决定因素与小学生零食摄入行为的关联
- Author:
ALIYA Yijiati, ZHANG Yadi, XIAO Zhuoran, LI Hanning, LI Cheng, HU Yifei, YU Huanling
1
Author Information
1. School of Public Health, Capital Medical University, Beijing (100069) , China
- Publication Type:期刊文章
- Keywords:
Psychology,social;
Food;
Feeding behavior;
Regression analysis;
Mental health;
Students
- From:
Chinese Journal of School Health
2022;43(9):1363-1366
- CountryChina
- Language:Chinese
-
Abstract:
Objective:The association of self efficacy, habit strength, goal intention and outcome expectation with the consumption of snack in senior primary school students were investigated, providing evidence for the application of psychosocial determinants based on Social Cognitive Theory in children s nutrition education.
Methods:A total of 1 353 students, 10-12 years old, participated in this study. Participants completed questionnaires for assessing self efficacy, habit strength, goal intention, outcome expectation and snack consumption in January 2020.
Results:Average times of snack consumption among primary school students were 5.0 (3.0, 8.5) times per week, and the snack intake were 4.0(0.9, 22.9)g/d. The outcome expectation score was -1.0(-2.0, -1.0 ) points, while the score of children s snack related selfefficacy was (4.3±0.9) points, habit strength score 1.0(1.0, 3.0) points, and the goal intention (4.2±1.2) points. Students with higher snack intake showed lower scores in outcome expectation, self efficacy and goal intention( t=-9.0, 6.8, 5.2, P <0.01). Logistic regression showed negative association between outcome expectation and self efficacy factors with snacking behavior( OR =0.7, 0.8, respectively), as well as positive association between habit strength and snacking behaviors( OR=1.3, P <0.05).
Conclusion:The evidence indicated that self efficacy, habit strength, goal intention and outcome expectation are associated with child s snack consumption, and can be used as theoretical foundation for child snack consumption education.
