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1.
Rev. chil. nutr ; 45(3): 263-270, set. 2018. tab
Artigo em Inglês | LILACS | ID: biblio-959489

RESUMO

ABSTRACT The aim of this study was to distinguish university student profiles according to life satisfaction and satisfaction with food-related life and family, as well as to determine whether profiles differ in terms of their family support, quality of diet, body mass index (BMI) and socio-demographic characteristics. A questionnaire was applied to a non-probabilistic sample of 370 students of both sexes (mean age 21.1 years, 54.2% female) in Chile, including Satisfaction with Life Scale (SWLS), Satisfaction with Food-related Life (SWFoL) scale, Satisfaction with Family Life (SWFaL) scale, Family Resources Scale (FRS) and the Adapted Healthy Eating Index (AHEI). Three student types were distinguished with significant differences in average values of SWLS, SWFoL and SWFaL scales, z-scores from the intangible resources subscale from the FRS and average AHEI score. These profiles also differed in place of residence, dinner frequency at place of residence and BMI. Higher life satisfaction levels, as well as food-related life satisfaction, family life satisfaction, and intangible family support, were associated with a higher quality diet, lower BMI, living with parents while at university, and having dinner more frequently at home.


RESUMEN El objetivo de este trabajo fue distinguir perfiles de estudiantes universitarios según su nivel de satisfacción con la vida, satisfacción con la alimentación y satisfacción con la vida familiar, y determinar si los perfiles difieren en términos del apoyo familiar, calidad de la dieta, índice de masa corporal y características sociodemográficas. Se aplicó un cuestionario a una muestra no probabilística de 370 estudiantes de ambos sexos (edad promedio 21,1 años; 54,2% mujeres) en Temuco, Chile, incluyendo la Escala de Satisfacción con la Vida (SWLS), Escala de Satisfacción con la Alimentación (SWFoL), Escala de Satisfacción con la Vida Familiar (SWFaL), Escala de Recursos Familiares (FRS) y el Indice de Alimentación Saludable Adaptado (AHEI). Se distinguieron tres tipologías de estudiantes con diferencias significativas en los puntajes promedio de las escalas SWLS, SWFoL, SWFaL, puntajes z de la subescala recursos intangibles de la FRS y en los puntajes promedio del AHEI. Los perfiles también difirieron en el lugar de residencia, frecuencia de cenas en el lugar de residencia y en el índice de masa corporal (IMC). Mayores niveles de satisfacción vital, satisfacción con la alimentación, con la vida familiar y apoyo familiar en recursos intangibles se relacionaron con una dieta de mayor calidad, menor IMC, vivir con los padres durante el periodo de estudios y con una mayor frecuencia de cenas en el hogar.


Assuntos
Humanos , Satisfação Pessoal , Estudantes , Universidades , Família , Dieta , Índice de Massa Corporal , Inquéritos e Questionários
2.
Front Psychol ; 8: 1522, 2017.
Artigo em Inglês | MEDLINE | ID: mdl-28932203

RESUMO

Life satisfaction and satisfaction with food-related life (SWFoL) are associated with healthy eating habits, family interaction around eating and family support. The present study evaluates the relationship between SWFoL and satisfaction with family life (SWFaL), and their relationship with life satisfaction in university students. We identify the relationship of two different types of family support and student SWFaL and explore a moderator effect of gender. A questionnaire was applied to a non-probabilistic sample of 370 students of both genders (mean age 21 years) in Chile, including Satisfaction with Life Scale, SWFoL scale, SWFaL scale, and the Family Resources Scale. Using structural equation modeling, we found that students' life satisfaction was related to SWFaL and food-related life. A high positive relationship was identified between intangible family support and students' SWFaL, which would have a mediating role between intangible support and life satisfaction. Using multi-group analysis, a moderator effect of gender was not found. These findings suggest that improving SWFoL, SWFaL and intangible family support is important for both female and male students.

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