健康与遗传心理学研究室知识库

学龄前儿童处于身心发育的关键期，膳食模式和饮食营养在他们的生理与心理发展中起着重要作用，父母营养素养对儿童的饮食行为及营养摄取有着关键性影响。本文对学龄前儿童膳食模式、健康饮食及其父母的营养素养的现状进行了调查，在此基础上考察了它们与学龄前儿童心理与行为发展的关系性质，具体为，父母营养素养与学龄前儿童情绪行为问题的关系:儿童饮食行为的中介作用。

本研究选取750名北方新一线城市(青岛、大连、沈阳)的3-6岁学龄前儿童父母，采用父母营养素养问卷、儿童饮食行为调查问卷、儿童长处和困难问卷 (父母版)，测量父母营养素养、学龄前儿童饮食行为及其情绪行为问题，采用Bootstrap法检验中介效应。共包括两项研究任务:研究任务一，针对学龄前儿童的情绪行为问题、饮食行为、父母营养素养等进行现状调查及其关系的初步分析;研究任务二，考察父母营养素养与学龄前儿童情绪行为问题的关系:儿童饮食行为的中介作用。结果发现:

(1)被调查学龄前儿童中的情绪行为问题发生率为21.1%，困难行为的检出率为5.7，亲社会行为异常的检出率为5.7% 。

（2)学龄前儿童的饮食行为总得分为5.5士2.3分(满分10分)，不健康饮食行为中的挑食比例为52.8%，其中，偏食甜点发生率最高(6.1 % )，偏食碳酸饮料排第二(3.3%);健康饮食行为的发生比例分别为:每天吃早餐75.5%、经常喝牛奶59.7%、经常吃水果47.6%、每天吃蔬菜47.6% 。

(3)被调查的父母营养素养得分为5.0士1.8分(满分10分)，得6分及以上比例为37.7% 。

(4)学龄前儿童的饮食行为与父母营养素养显著正相关(Y=0.12, P<0.01)父母营养素养越高，孩子的饮食行为越健康。

(5)学龄前儿童饮食行为与情绪行为问题显著相关，健康的饮食行为与儿童困难行为，即情绪问题(Y=-0.31, P<0.01)、品行问题(r=-0.17, P<0.01)、同伴交往问题(Y=-0.19, P<0.01)、多动问题(Y=-0.24, P<0.01)显著负相关，与积极行为，即儿童亲社会行为显著正相关(r=0.10, P<0.01) 。

(6)控制家庭孩子人数和父母教育水平后进行多元回归，结果显示，父母营养素养与儿童的情绪行为问题显著相关，儿童饮食行为在两者之间的关系中起中介作用。具体表现为:父母营养素养得分显著负向预测SDQ儿童情绪问题得分(}=-0.08, P<0.01)、品行问题得分(}=-0.15, P<0.001)、同伴交往问题得分(a=-0.09, P<0.05)和亲社会行为得分(}=-0.11, P<0.001)。儿童饮食行为在父母营养素养与儿童情绪问题(}=-0.04, P<0.05 )、品行问题(}=-0.03, P<0.05 ) ,同伴交往问题(a=-0.03, P<0.05 )、亲社会行为(a=0.02, P<0.05)之间起中介作用。 在本研究条件下，学龄前儿童父母营养素养既能显著负向关联儿童情绪行为问题，也可以通过儿童饮食行为间接关联其情绪行为问题。本研究发现为儿童养育和身心发展干预提供了新角度，重视家长的营养素养和儿童饮食行为有着重要的现实意义。

Preschool children are in a critical period of physical and psychological development, and their dietary patterns and nutritional intake play a crucial role in their overall development. Parental nutrition literacy has a significant impact on children's eating behavior and nutritional intake. This study investigates the current status of dietary patterns, healthy eating, and parental nutrition literacy in preschool children, and examines their relationship with the psychological and behavioral development of preschool children, that is, the relationship between parental nutrition literacy and emotional and behavioral problems: the mediating effect of preschool children's eating behavior.

A total of 750 parents of 3-6-year-old preschool children in three northern new first-tier cities (Qingdao, Dalian, and Shenyang) were surveyed using questionnaires on parental nutrition literacy, children's eating behavior, and children's strengths and difficulties (parent version). Parental nutrition literacy, preschool children's eating behavior, and emotional and behavioral problems were measured, and the mediating effect was tested using the Bootstrap method. The study consisted of two parts: the first part involved a preliminary analysis of the current status of preschool children's emotional and behavioral problems, eating behavior, and parental nutrition literacy and their relationships. The second part examined the relationship between parental nutrition literacy and emotional and behavioral problems: the mediating effect of preschool children's eating behavior. The results showed that:

(1) The incidence of emotional and behavioral problems in the surveyed preschool children was 21 .1%，the detection rate of difficulties behavior was 5.7%, and the detection rate of abnormal prosocial behavior was 5.7%.

(2) The total score of preschool children's eating behavior was 5.5士2.3 points out of 10 points, with a picky eating rate of 52.8%. Among them, the occurrence rate of picky eating sweets was the highest (6.1%)，followed by picky eating carbonated drinks (3.3%). The occurrence rates of healthy eating behavior were as follows: 75.5% eat breakfast every day, 59.7% often drink milk, 47.6% often eat fruits, and 47.6% eat vegetables every day.

(3) The parental nutrition literacy score was 5.0士1.8 points (out of 10 points), and 37.7% scored 6 points or higher.

(4) Preschool children's eating behavior was significantly positively correlated with parental nutrition literacy (Y=0.12, P<0.01). The higher the parental nutrition literacy, the healthier the children's eating behavior.

(5) Preschool children's eating behavior was significantly correlated with emotional and behavioral problems. Healthy eating behavior was negatively correlated with children's difficulties behavior (Y=-0.31，P<0.01), conduct problems (r=-0.17, P<0.01), peer problems (Y=-0.19, P<0.01), and hyperactivity problems (r=-0.24, P<0.01), and positively correlated with prosocial behavior (r=0.10, P<0.01).

(6) The study conducted a multiple regression analysis after controlling for the number of children in the family and parental education level, which showed a significant correlation between parental nutritional literacy and children's emotional and behavioral problems, with children's dietary behavior playing a mediating role. Specifically, parental nutritional literacy scores were a significant negative predictor of children's SDQ scores for emotional problems (β=-0.08, P<0.01), conduct problems (β=-0.15, P<0.001), peer problems (β=-0.09, P<0.05), and prosocial behavior (β=-0.11，P<0.001). Children's dietary behavior mediated the relationship between parental nutritional literacy and children's emotional problems（β=-0.04, P<0.05), conduct problems (β=-0.03, P<0.05), peer problems (β=-0.03, P<0.05), and prosocial behavior (β=0.02, P<0.05).

Under the conditions of this study, parental nutritional literacy was found to be significantly negatively associated with children's emotional and behavioral problems, and it could indirectly affect children's emotional and behavioral problems through their dietary behavior. These findings provide a new perspective for child-rearing and psychosocial intervention, highlighting the importance of parental nutritional literacy and children's dietary behavior in promoting children's physical and mental development