Association of takeaway consumption and sedentary behavior with emotional symptoms among freshman students
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摘要:
目的 探讨大学生久坐行为与抑郁、焦虑、压力等心理健康问题的关联,并分析外卖消费行为在其中的调节作用,为减少大学生情绪症状提供科学依据。 方法 2021年5—6月,采用分层整群抽样方法从安徽省合肥市2所高等院校抽取3 427名大一年级学生进行问卷调查,了解其人口学特征、久坐时间、外卖消费行为及抑郁、焦虑、压力等情绪症状信息。使用Spearman相关分析各变量之间关联,采用线性回归分析外卖消费行为在大学生久坐时间与抑郁、焦虑和压力症状关联间的作用。 结果 久坐时间和外卖消费行为与大学生的抑郁、焦虑和压力症状均呈正相关(r值分别为0.10,0.10,0.10;0.10,0.11,0.11,P值均 < 0.05)。线性回归分析结果则显示外卖消费行为和久坐时间的交互项与大学生抑郁、焦虑和压力症状均呈正相关(抑郁:β=0.04,焦虑:β=0.04,压力:β=0.04,P值均 < 0.05)。简单斜率检验结果表明,无论外卖消费行为程度高低,久坐时间均与大学生的抑郁症状呈正相关;相较于低外卖消费行为,高外卖消费行为增强了久坐时间与大学生抑郁症状的关联(β=0.77,P < 0.01)。此外,在高外卖消费行为下,久坐时间与大学生的焦虑、压力症状均呈正相关(β值分别为0.64,0.71,P值均 < 0.01);而在低外卖消费行为下,久坐时间与大学生的焦虑、压力症状相关性均无统计学意义(β值分别为0.17,0.22,P值均>0.05)。 结论 久坐行为与大学生抑郁、焦虑、压力等情绪症状发生风险增加相关,而外卖消费行为可能加剧这一影响。 Abstract:Objective To investigate the assocation of sedentary behavior among college students on psychological health issues, such as depressive, anxiety, and stress symptoms, and to analyze the moderating role of takeaway consumption behavior in the context, in order to provide a scientific basis for reducing emotional symptoms among college students. Methods A stratified cluster sampling method was employed to conduct a questionnaire on 3 427 first-year students of a higher education institution in Hefei of Anhui Province from May to June 2021. The study variables included demographic characteristics, sedentary time, takeaway consumption behavior, and emotional (symptoms depressive, anxiety, and stress symptoms). The Spearman correlation analysis was used to analyze the association between variables, and linear regression analysis was used to analyze the association between takeaway consumption behavior and depressive, anxiety and stress symptoms among college students with sedentary time. Results Both sedentary time and takeaway consumption behavior were positively correlated with depressive, anxiety and stress symptoms among college students (r=0.10, 0.10, 0.10; 0.10, 0.11, 0.11, all P < 0.05). The results of linear regression analysis showed that the interaction term between takeaway consumption behavior and sedentary time was positively correlated with symptoms of depressive, anxiety, and stress symptoms among college students (depression: β=0.04, anxiety: β=0.04, stress: β=0.04, all P < 0.05). The results of the simple slope test demonstrated that regardless of the level of takeaway consumption behavior, sedentary time was positively correlated with the depressive symptoms of college students; compared with low takeaway consumption behavior, high takeaway consumption behavior (β=0.77, P < 0.01) enhanced the association between sedentary time and depressive symptoms among college students. In addition, under the condition of high takeaway consumption behavior, sedentary time was positively correlated with the anxiety and stress symptoms of college students (anxiety: β=0.64; stress: β=0.71, both P < 0.01); while under the condition of low takeaway consumption behavior, sedentary time was not related to the anxiety and stress symptoms of college students (β=0.17, 0.22, both P>0.05). Conclusions Sedentary behavior is related to a the emotional symptoms of depressive, anxiety, and stress among college students. Takeaway consumption behavior may exacerbate this impact. -
Key words:
- Food habits /
- Sedentary lifestyle /
- Emotions /
- Mental health /
- Students
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表 1 不同人口学特征大学生情绪症状评分比较
Table 1. Comparison of emotional symptom scores among college students with different demographic characteristics
人口学指标 选项 人数 抑郁症状 焦虑症状 压力症状 M(P25,P75) Z/H值 M(P25,P75) Z/H值 M(P25,P75) Z/H值 性别 男 1 177 0(0,6) -3.20** 2(0,6) -5.03** 2(0,8) -3.42** 女 2 250 2(0,6) 2(0,6) 2(0,8) 独生子女 是 576 2(0,6) -0.47 2(0,8) -0.95 2(0,8) -1.53 否 2 851 2(0,6) 2(0,6) 2(0,8) 家庭所在地 农村 2 296 2(0,6) 0.25 2(0,6) 0.38 2(0,8) 0.11 乡镇 588 2(0,6) 2(0,8) 2(0,8) 城市 543 2(0,6) 2(0,8) 2(0,10) 家庭经济状况 差 333 2(0,8) 48.00** 4(0,10) 43.48** 4(0,10) 56.76** 较差 749 2(0,8) 4(0,8) 4(0,10) 中等 2 216 2(0,6) 2(0,6) 2(0,8) 较好 104 1(0,6) 2(0,6) 2(0,7) 好 25 0(0,7) 0(0,8) 0(0,10) 母亲文化程度 小学以下 739 2(0,8) 17.04** 4(0,8) 18.14** 2(0,8) 11.09* 小学 866 2(0,6) 2(0,6) 2(0,8) 初中 1 302 2(0,6) 2(0,6) 2(0,8) 高中或中专 377 2(0,8) 4(0,8) 2(0,10) 大专及以上 143 0(0,4) 2(0,6) 2(0,8) 注: *P < 0.05,**P < 0.01。 -
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