期刊
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
卷 16, 期 21, 页码 -出版社
MDPI
DOI: 10.3390/ijerph16214207
关键词
elementary school age; BMI Z-scores; complexity of knowledge about healthy eating; family's income; self-regulation; SOLO taxonomy
资金
- Psychology Research Centre (PSI/01662), School of Psychology, University of Minho [PSI/01662]
- Portuguese Foundation for Science and Technology
- Portuguese Ministry of Science, Technology and Higher Education, through the national funds (PIDDAC) [UID/PSI/01662/2019]
- Portuguese Ministry of Science, Technology and Higher Education [PTDC/PSI-GER/28302/2017]
- FEDER through COMPETE2020 under the PT2020 Partnership Agreement [POCI-01-0145-FEDER-028302]
- Portuguese Ministry of Science, Technology and Higher Education
- project In-person and Online Healthy Eating Promotion through Self-regulation: Assessing the Efficacy of a Narrative-based Intervention [POCI-01-0145-FEDER-028302]
Childhood obesity rates have been increasing over the years and is considered one of the most serious public health problems of the century. Low socioeconomic status has been associated with a higher body mass index. However, the pathways underlying this complex relationship are poorly understood. This study aimed to evaluate the possible mediation and/or moderation effects of complexity of knowledge about healthy eating, and self-regulation processes towards healthy eating, in the association between family's income and weight of elementary school age children. The results showed that complexity of knowledge does not mediate the relationship between socioeconomic status and weight. Still, whenever the levels of complexity of knowledge and self-regulation are high, there is a moderation effect of complexity of knowledge on the relationship between family's income and weight, conditioned by self-regulation scores. These promising findings support the idea that knowledge about healthy eating in isolation could be insufficient for practicing a healthy diet and underline the relevance of combining transmission of knowledge with training in specific competences (e.g., self-regulation strategies). Considering that complexity of knowledge about healthy eating and self-regulation strategies are interrelated and can be both improved, future preventive interventions could consider incorporating both in their design to mitigate childhood obesity.
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