Zhang Y, Li C, Zhu Y, Contento IR, Koch PA, Yang Q, Dang Q, Hu Z, Wei Y, Chen Z, Yu H. Reliability and Validity of a Theory-Based Determinants of Eating and Physical Activity Behaviors Questionnaire for Chinese Elementary School Children.
JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2024;
56:466-477. [PMID:
38647517 DOI:
10.1016/j.jneb.2024.03.005]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 03/07/2024] [Accepted: 03/10/2024] [Indexed: 04/25/2024]
Abstract
OBJECTIVE
The primary objective of this study was to develop and validate a Social Cognitive Theory-based instrument to identify psychosocial factors that influence diet and physical activity among Chinese children aged 10-12 years.
DESIGN
This is a cross-sectional study, with data collected from questionnaires.
SETTING
Two elementary schools in Beijing, China.
PARTICIPANTS
Fourth to sixth-grade students (N = 1,486) aged 10-12 years were recruited.
VARIABLES MEASURED
Gender, height, weight, nation, and grade were collected. Energy-balanced eating behaviors and their related sociopsychological factors were surveyed.
ANALYSIS
Confirmatory factor analysis, Pearson correlations, Cronbach α index, and mediation analysis were used.
RESULTS
(1) Confirmatory factor analysis revealed a 6-factor solution (51 items) and all factor loadings > 0.32, indicating that the model fitness was acceptable. (2) All correlation coefficients are statistically significant. All of the Cronbach α indexes were > 0.65, indicating acceptable reliability. (3) The mediating effect of goal intention and outcome expectations between self-efficacy and habit strength was statistically significant (P < 0.01), verifying the theory structure.
CONCLUSIONS AND IMPLICATIONS
This questionnaire exhibits good internal consistency, reliability, and structural validity. It can be effectively employed to investigate energy-balanced eating behaviors related to the Social Cognitive Theory in Chinese children.
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