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Individual, family and social-related factors of eating behavior among Chinese children with overweight or obesity from the perspective of family system

The purpose of the present study is to examine the factors contributing to the development of eating behavior in overweight and obese children from the perspective of the family system. A cross-sectional survey was conducted by using convenience sampling method to select 388 participants in two prim...

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Bibliographic Details
Published in:Frontiers in pediatrics 2024-02, Vol.12, p.1305770-1305770
Main Authors: Zhu, Hanfei, Zhao, Kang, Huang, Lidong, Shi, Wenbing, Tang, Chulei, Xu, Ting, Zhu, Shuqin, Xu, Qin, Li, Xiaonan, Chen, Yinhua, Liu, Qianqi, Yang, Linhui
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Language:English
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Summary:The purpose of the present study is to examine the factors contributing to the development of eating behavior in overweight and obese children from the perspective of the family system. A cross-sectional survey was conducted by using convenience sampling method to select 388 participants in two primary schools in Jiangsu, China. Individual, family and social-related factors were collected. Individual factors included age, gender, ethnicity, single child, social anxiety, depression, physical activity, sleep duration, screen time. Family factors included family environment, family structure, family function, family income, parenting style, parental feeding behavior, home food environment and marital satisfaction. Social-related factors included place of residence, number of surrounding restaurants and social support. Univariate analysis, correlation analysis and multivariate analysis were used to identify factors of eating behavior among Chinese children with overweight and obese. In this study, 388 participants took part with a 94.865% response rate. In the univariate analysis, the significant differences regarding Dutch Eating Behavior Questionnaire (DEBQ) scores were found between children aged 6-9 years and those aged >9 years. Correlation analysis indicated that parent's nutrition literacy (  = 0.118,  
ISSN:2296-2360
2296-2360
DOI:10.3389/fped.2024.1305770