客体化身体意识与女大学生限制性饮食行为的关系：外貌负面评价恐惧和社会文化压力的中介作用

doi:10.16187/j.cnki.issn1001-4918.2024.01.13

摘要/Abstract

摘要： 为探讨客体化身体意识与女大学生限制性饮食行为的关系,选取727名女大学生进行调查,采用客体化身体意识量表、进食态度量表、外貌负面评价恐惧量表及社会文化压力量表进行测量。结果显示: (1)客体化身体意识框架中身体羞耻能够显著正向预测女大学生的限制性饮食行为,身体监视无法显著预测女大学生限制性饮食行为;(2)外貌负面评价恐惧与社会文化压力在身体羞耻与女大学生限制性饮食行为间分别起独立中介作用;(3)外貌负面评价恐惧与社会文化压力在身体羞耻与女大学生限制性饮食行为间起链式中介作用。研究结果可为我国大学生心理健康教育实践提供依据。

关键词: 女大学生, 客体化身体意识, 限制性饮食行为, 外貌负面评价恐惧, 社会文化压力

Abstract: The study aimed to explore the relationship between female college students’ objectified body consciousness and restrained eating behavior, 727 female college students were selected as subjects tested with Objectified Body Consciousness Scale, Eating Attitude Test-26, Fear of Negative Appearance Evaluation Scale and Sociocultural Stress Scale. The results indicated: (1)In the framework of objectified body consciousness, body shame can significantly predict female college students’ restrained eating behavior, while body surveillance can not significantly predict female college students’ restrained eating behavior; (2)Fear of negative appearance evaluation and sociocultural pressure play a mediating role in body shame and restrained eating behavior of female college students; (3)Fear of negative appearance evaluation and sociocultural pressure play a chain mediating role in the relationship between body shame and restrained eating behavior of female college students. The results can provide a basis for the practice of mental health education for college students in China.

Key words: female college students, objectified body consciousness, restrained eating behavior, fear of negative appearance evaluation, sociocultural pressure

中图分类号:

B844

樊香麟, 崔英锦. 客体化身体意识与女大学生限制性饮食行为的关系：外貌负面评价恐惧和社会文化压力的中介作用[J]. 心理发展与教育, 2024, 40(1): 122-131.

FAN Xianglin, CUI Yingjin. The Relationship between Objectified Body Consciousness and Restrained Eating Behavior among Female College Students: The Mediating Roles of Fear of Negative Appearance Evaluation and Sociocultural Pressure[J]. Psychological Development and Education, 2024, 40(1): 122-131.

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