Patterns of Compensatory Behaviors and Disordered Eating in College Students

Autor/inn/en	Schaumberg, Katherine; Anderson, Lisa M.; Reilly, Erin; Anderson, Drew A.
Titel	Patterns of Compensatory Behaviors and Disordered Eating in College Students
Quelle	In: Journal of American College Health, 62 (2014) 8, S.526-533 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2014.930468
Schlagwörter	College Students; Eating Disorders; Questionnaires; Exercise; Student Surveys; Measures (Individuals); Statistical Distributions; Body Composition; Body Weight; Comparative Analysis + Suchen Sie Ihr Suchwort? Collegestudent; Appetite disorder; Essstörung; Fragebogen; Übung; Schülerbefragung; Messdaten; Wahrscheinlichkeitsverteilung; Körpergewicht
Abstract	Objective: The current study investigated rates of endorsement of eating-related compensatory behaviors within a college sample. Participants: This sample included male and female students (N = 1,158). Methods: Participants completed the Eating Disorder Examination Questionnaire (EDE-Q). The study defined 3 groups of students: those who did not endorse purging behaviors, those who endorsed only exercise, and those who endorsed laxative use or vomiting. Rates of related eating disorder risk variables were compared across the 3 groups. Results: Almost half of college students reported utilizing exercise as a compensatory strategy over the past 28 days. Those reporting compensatory exercise did not differ from other community and college samples on EDE-Q subscales. Conclusions: Findings suggest that college students report significant rates of compensatory exercise, and those who report exercise as their only compensatory behavior also report relatively low levels of eating disorder risk. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10