RESUMO
Scientific literature has demonstrated positive associations between psychological health (e.g., self-esteem, self-concept) and quality of diet in young population. However, the relationship between subjective well-being (SWB) (referred to the way in which individuals experience and evaluate their lives in positive versus negative ways) and adherence to the Mediterranean diet (MD), as well as the specific eating MD patterns in this population is unexplored. The aim of this study was two-fold: first, to explore the association between subjective well-being (SWB) and adherence to the MD, and second, to determine the possible MD specific eating patterns that could be associated with SWB among schoolchildren. This cross-sectional study includes a sample of 1490 Chilean children aged 8-12 (33.6% girls). SWB was evaluated according to Diener's tripartite model, evaluating the life satisfaction (CUBE questionnaire), positive affect and negative affect (PANAS-C questionnaire). Adherence to the MD was assessed by the Mediterranean Diet Quality Index for Children and Adolescents (KIDMED) questionnaire. Both life satisfaction (p = 0.009) and positive affect (p = 0.041) are significant higher in children with high adherence to the MD in comparison to non-adherence peers. Similarly, daily intake of fruit or fruit juice was associated with life satisfaction (ß = 0.117, p = 0.008) and positive affect (ß = 0.087, p = 0.050). This association was also found for the intake of a dairy product for breakfast (life satisfaction: ß = 0.117, p = 0.005; positive affect: ß = 0.104, p = 0.013). Our study demonstrated that higher life satisfaction and SWB are related with higher adherence to the MD, as well as, with the intake of fruit/fruit juice and dairy intake (for breakfast); not being so for negative affect.
Assuntos
Dieta Mediterrânea , Adolescente , Criança , Chile , Estudos Transversais , Dieta Mediterrânea/psicologia , Comportamento Alimentar/psicologia , Feminino , Humanos , Masculino , Inquéritos e QuestionáriosRESUMO
O presente estudo teve por objetivo o desenvolvimento da Escala de Bem-Estar Subjetivo Escolar (EBESE) e investigar suas propriedades psicométricas. Realizou-se o processo de elaboração de itens e validação do conteúdo, bem como a realização de estudo de evidências de validade com base na estrutura interna e cálculo dos coeficientes de consistência interna. Participaram 434 estudantes brasileiros, do 7ª ano do Ensino Fundamental ao 2º ano do Ensino Médio, ambos os sexos, com idades entre 12 e 19 anos (M= 14,88; DP= 1,70). Os resultados indicaram, por meio de análises fatoriais exploratórias uma estrutura com três fatores, com índices de ajuste considerados adequados e coeficiente alfa de Cronbach de 0,91. Conclui-se que a EBESE apresentou bons índices de consistência interna e uma estrutura fatorial de acordo com a teoria subjacente. O instrumento tem a sua importância por possibilitar a avaliação dos níveis de bem-estar do aluno, subsidiando intervenções e melhorias no contexto escolar.
El objetivo del estudio fue elaborar la Escala de Bem-Estar Subjetivo Escolar - EBESE (Escala de Bienestar Subjetivo Escolar) y investigar sus propriedades psicométricas. Inicialmente fue realizado el proceso de construcción de los ítems y la validación de contenido, así como realizar estudio de evidencias de validez con base en la estructura interna y cálculo de los coeficientes de consistencia interna. La muestra contó con 433 estudiantes brasileños que estaban cursando del 7º año de la Enseñanza Primaria al 2º año de la Enseñanza Secundaria, varones y niñas, con edades entre 12 y 19 años (M= 14,88; DE= 1,70). Por medio de análisis factoriales exploratorios, los resultados indicaron una estructura con tres factores con índices de ajuste considerados adecuados y coeficiente alfa de Cronbach de 0,91. Se concluyó que la EBESE presenta índices adecuados de consistencia interna y una estructura factorial de acuerdo con la teoría subyacente. La importancia del instrumento puede ser observada en relación a la posibilidad de evaluación de los niveles de bienestar del alumno, subsidiando intervenciones y mejoras en el contexto escolar.
The aim of this study was to develop the Escala de Bem-Estar Subjetivo Escolar - EBESE (School Subjective Well-being Scale - SSWBS) and investigate its psychometric properties. A process of item development, test content validation, study of evidence of validity based on internal structure, and calculation of internal consistency coefficients was carried out. A total of 434 Brazilian students, from the 7th year of Elementary School (7th grade) to the 2nd year of High School (11th grade), of both sexes, between 12 and 19 years of age (M= 14.88; SD= 1.70) participated in the study. Exploratory factor analysis results indicated a three-factor structure, with adequate fit indices and Cronbach's alpha = 0.91. The SSWBS presented good internal consistency indices and a factor structure in agreement with the underlying theory. The instrument is important because it allows an assessment of student well-being levels, subsidizing interventions and improvements in the school context.