K. Giannakou, M. Kyprianidou, Evaggelia Basdani, Elena Hadjimbei, S. Chrysostomou
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引用次数: 2
Abstract
BACKGROUND: Intuitive eating is defined by eating response to physiological hunger and satiety cues rather than situational or emotional cues and it has been linked to psychological well-being. The 23-item Intuitive Eating Scale-2 (IES-2) is commonly used to assess the concept of intuitive eating. OBJECTIVE: To develop the Greek version of the IES-2 questionnaire and to test its psychometric qualities. METHODS: Forward and backward translations into Greek and English were completed. Exploratory Factor Analysis (EFA) was applied to understand the underlying factor structure of the IES-2, whilst internal consistency was assessed by Cronbach’s alpha test. The concurrent validity was assessed by evaluating the correlation among the IES-2 and the Eating Attitudes Test-26 Item (EAT-26) questionnaire. RESULTS: A total of 379 adults (mean age = 34 years) participated. EFA gave a three-factor structure with the total variance explained being 54.4% . Cronbach’s alpha was 0.87 for the IES-2 total score, as well as 0.90, 0.84 and 0.70 for the IES-2 subscales. The revised IES-2 total score was significantly correlated with EAT-26 total score (rs = –0.46, p < 0.01) and BMI (rs = –0.46, p < 0.01). CONCLUSION: In this sample, the Greek version of the IES-2 showed good psychometric qualities and can be regarded a helpful tool for examining adult intuitive eating behaviours.
期刊介绍:
The Mediterranean Journal of Nutrition and Metabolism publishes original scientific papers on metabolism, including diabesity and eating disorders; nutrition (epidemiological, basic, clinical and artificial); dietary and nutritional practices and management and their impact on health from prevention to treatment. The journal hosts the proceedings of relevant congresses and presents shorter notices focused on the original character of the Mediterranean nutritional civilisation. In addition, this journal is intended as a platform for scientific debate and knowledge-sharing among students and clinical practitioners, and between them and the broader scientific community, and finally as a tool for promoting and enhancing scientific cooperation.