Insatisfação e checagem corporal e comportamento alimentar em estudantes de Educação Física, Nutrição e Estética / Body dissatisfaction and body-checking and eating behavior in undergraduate in Physical Education, Nutrition and Aesthetics

Esse estudo objetivou verificar a correlação da checagem e da insatisfação corporal com o comportamento alimentar em acadêmicos dos cursos de Educação Física, Nutrição e Estética, assim como comparar as variáveis entre ambos os sexos. No total, participaram 207 acadêmicos, com idade entre 19 a 45 anos. Para avaliar a insatisfação com a imagem corporal em ambos os sexos foi utilizado o Body Shape Questionnaire (BSQ). Para a verificação do comportamento de checagem corporal foi utilizado o Body Checking Questionnaire (BCQ) em mulheres e o Male Body Checking Questionnaire (MBCQ) em homens. A fim de avaliar os comportamentos de risco para transtornos alimentares foi utilizado o Eating Attitudes Test-26 (EAT-26). Além disso, foram coletados dados de massa corporal e estatura dos voluntários, através de um questionário sociodemográfico. A partir dos achados, na Educação Física as mulheres apresentaram maior média para insatisfação corporal (81,67 pontos) e para os comportamentos alimentares inadequados (13,13 pontos) quando comparadas aos homens (49,46 pontos e 6,49 pontos, respectivamente). No curso de Nutrição, o IMC (25,86) e a checagem corporal (1,29) foram estatisticamente maiores em homens quando comprados às mulheres do mesmo curso. Conclui-se que, a partir das análises de regressão, o comportamento alimentar foi correlacionado com a insatisfação corporal para os cursos de Educação Física e Estética. Nas estudantes de Nutrição, a insatisfação e a checagem corporal influenciaram o comportamento alimentar....(Au)

This study aimed to verify the correlation between body-checking and body dissatisfaction with eating behavior in undergraduate in Physical Education, Nutrition and Aesthetics, as well as to compare the variables between both sexes. In total, 207 students took part, aged between 19-45 years old. To assess the body image dissatisfaction in both sexes was used the Body Shape Questionnaire (BSQ). To verify body-checking behaviors was used the Body Checking Questionnaire (BCQ) for women and the Male Body Checking Questionnaire (MBCQ) for men. In order to assess risk behaviors for eating disorders was used the Eating Attitudes Test-26 (EAT-26). In addition, we collected body mass and height of the volunteers through a sociodemographic questionnaire. From the findings, Physical Education women had a higher average for body dissatisfaction (81.67 points) and inappropriate eating behaviors (13.13 points) than men (49.46 points and 6.49 points respectively). In the course of Nutrition, the BMI (25.86) and body-checking (1.29) were statistically higher in men when compared to women in the same course. We concluded that, in regression analyzes, eating behavior was correlated with body dissatisfaction in the courses of Physical Education and Aesthetics. In the Nutrition's female students, the dissatisfaction and body-checking influenced eating behavior....(AU)

Scale development: ten main limitations and recommendations to improve future research practices

Abstract The scale development process is critical to building knowledge in human and social sciences. The present paper aimed (a) to provide a systematic review of the published literature regarding current practices of the scale development process, (b) to assess the main limitations reported by the authors in these processes, and (c) to provide a set of recommendations for best practices in future scale development research. Papers were selected in September 2015, with the search terms “scale development” and “limitations” from three databases: Scopus, PsycINFO, and Web of Science, with no time restriction. We evaluated 105 studies published between 1976 and 2015. The analysis considered the three basic steps in scale development: item generation, theoretical analysis, and psychometric analysis. The study identified ten main types of limitation in these practices reported in the literature: sample characteristic limitations, methodological limitations, psychometric limitations, qualitative research limitations, missing data, social desirability bias, item limitations, brevity of the scale, difficulty controlling all variables, and lack of manual instructions. Considering these results, various studies analyzed in this review clearly identified methodological weaknesses in the scale development process (e.g., smaller sample sizes in psychometric analysis), but only a few researchers recognized and recorded these limitations. We hope that a systematic knowledge of the difficulties usually reported in scale development will help future researchers to recognize their own limitations and especially to make the most appropriate choices among different conceptions and methodological strategies.