Objective To understand the status of eating behavior problems among school-age children, explore the relationship between school-age children’s eating behavior and their nutrition literacy, and provide clues for improving eating behavior problems among school-age children. Methods A typical sampling method was employed to select one public nine-year integrated school in Nanchang. A total of 526 students from grades three, five, and eight were surveyed. Information about socioeconomic characteristics, eating behavior (CEBQ), nutrition literacy (FNLQ-SC), and so on was collected. The data were analyzed by SPSS software. Results There were negative correlations between nutrition literacy and seven dimensions of dietary behavior, including satiety responsiveness (SR), slowness in eating (SE), food fussiness (FF), food responsiveness (FR), desire to drink (DD), emotional under-eating (EUE), and emotional over-eating (EOE), and a positive correlation with the enjoyment of food dimension (EF) (P<0.05). The average scores for each dimension of eating behavior when the nutrition literacy score was≥60 were as follows: SR: 2.28±0.53, SE: 2.16±0.71, FF: 2.35±0.64, FR: 2.18±0.84, EF: 3.60±0.94, DD: 1.73±0.72, EUE: 2.37±0.51, and EOE: 1.75±0.70. Compared to the group with a nutrition literacy score<60, there were significant differences in all eight dimensions of eating behavior (P<0.05). Multiple linear regression analysis showed that for every 1-point increase in the score of nutrition literacy, the total score of dietary behavior decreased by 0.34. Conclusion Nutrition literacy is closely related to the eating behavior of school-age children. The higher the level of nutrition literacy, the lower the score of eating behavior problems in school-age children. By increasing the nutrition literacy of students, their eating behavior problems will be improved.
Key words
eating behavior /
nutrition literacy /
school-age children /
Nanchang
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