Emotional Feeding and Emotional Eating: Reciprocal Processes and the Influence of Negative Affectivity

Silje Steinsbekk; Edward D. Barker; Clare Llewellyn; Alison Fildes; Lars Wichstrøm

doi:10.1111/cdev.12756

Emotional Feeding and Emotional Eating: Reciprocal Processes and the Influence of Negative Affectivity

Child Development ◽

10.1111/cdev.12756 ◽

2017 ◽

Vol 89 (4) ◽

pp. 1234-1246 ◽

Cited By ~ 19

Author(s):

Silje Steinsbekk ◽

Edward D. Barker ◽

Clare Llewellyn ◽

Alison Fildes ◽

Lars Wichstrøm

Keyword(s):

Emotional Eating ◽

Negative Affectivity ◽

Reciprocal Processes

Download Full-text

Eating Behavior of Brazilian College Students: Influences of Lifestyle, Negative Affectivity, and Personal Characteristics

Perceptual and Motor Skills ◽

10.1177/0031512520983082 ◽

2020 ◽

pp. 003151252098308

Author(s):

Bianca G. Martins ◽

Wanderson R. da Silva ◽

João Marôco ◽

Juliana A. D. B. Campos

Keyword(s):

College Students ◽

Eating Behavior ◽

Emotional Eating ◽

Eating Behaviors ◽

Structural Model ◽

Negative Affectivity ◽

Personal Characteristics ◽

Second Order ◽

The Impact ◽

The Relationship

In this study we proposed to estimate the impact of lifestyle, negative affectivity, and college students’ personal characteristics on eating behavior. We aimed to verify that negative affectivity moderates the relationship between lifestyle and eating behavior. We assessed eating behaviors of cognitive restraint (CR), uncontrolled eating (UE), and emotional eating (EE)) with the Three-Factor Eating Questionnaire-18. We assessed lifestyle with the Individual Lifestyle Profile, and we assessed negative affectivity with the Depression, Anxiety and Stress Scale-21. We constructed and tested (at p < .05) a hypothetical causal structural model that considered global (second-order) and specific (first-order) lifestyle components, negative affectivity and sample characteristics for each eating behavior dimension. Participants were 1,109 college students ( M age = 20.9, SD = 2.7 years; 65.7% females). We found significant impacts of lifestyle second-order components on negative affectivity (β = −0.57–0.19; p < 0.001–0.01) in all models. Physical and psychological lifestyle components impacted directly only on CR (β=−0.32–0.81; p < 0.001). Negative affectivity impacted UE and EE (β = 0.23–0.30; p < 0.001). For global models, we found no mediation pathways between lifestyle and CR or UE. For specific models, negative affectivity was a mediator between stress management and UE (β=−0.07; p < 0.001). Negative affectivity also mediated the relationship between thoughts of dropping an undergraduate course and UE and EE (β = 0.06–0.08; p < 0.001). Participant sex and weight impacted all eating behavior dimensions (β = 0.08–0.34; p < 0.001–0.01). Age was significant for UE and EE (β=−0,14– −0.09; p < 0.001–0.01). Economic stratum influenced only CR (β = 0.08; p = 0.01). In sum, participants’ lifestyle, negative emotions and personal characteristics were all relevant for eating behavior assessment.

Download Full-text

The Type D Construct

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000189 ◽

2014 ◽

Vol 30 (4) ◽

pp. 283-288 ◽

Cited By ~ 3

Author(s):

Gesine Grande ◽

Matthias Romppel ◽

Matthias Michal ◽

Elmar Brähler

Keyword(s):

Social Functioning ◽

Negative Affectivity ◽

Population Based ◽

Type D Personality ◽

Social Orientation ◽

German Population ◽

Social Competencies ◽

Social And Emotional ◽

Type D ◽

Worse Prognosis

The interaction of negative affectivity (NA) and social inhibition (SI), known as the Type D personality, is associated with a worse prognosis in cardiac patients. Until now, causal models have been speculative, and this is partly due to a lack of clarity related to the validity of SI, its role in emotion regulation, and the postulated independence of social and emotional functioning. To examine the construct validity of the Type D personality, we analyzed associations of NA and SI with different measures of affectivity, social anxiety, and social competencies in a German population-based representative sample (n = 2,495). Both NA and SI were associated with all other measures of social functioning and negative affect (all rs > .30) and showed considerable cross-loadings (NA: a 1 = .39, a 2 = .63; SI: a1 = .73 and a2 = .34) in a two-factor solution with the factors labeled as Social Functioning and Negative Affectivity. The SI subscale did not properly differentiate between social fears and social competencies, which emerged as rather different aspects of social functioning. Further studies should examine the effect of broader dimensions of social orientation and competencies and their interaction with NA on cardiac prognosis.

Download Full-text

The Role of Positive and Negative Affectivity in Healthy and Unhealthy Work-Related Behavior and Experiences

European Journal of Health Psychology ◽

10.1027/2512-8442/a000030 ◽

2019 ◽

Vol 26 (2) ◽

pp. 56-67 ◽

Cited By ~ 2

Author(s):

Hanna Hofmann ◽

Carl-Walter Kohlmann

Keyword(s):

Negative Affectivity ◽

Coping Behavior ◽

Common Method ◽

Positive Affectivity ◽

Work Related ◽

Teacher Students ◽

And Behaviors ◽

Main Effects ◽

Positive And Negative Affectivity

Abstract. Positive affectivity (PA) and negative affectivity (NA) are basic traits that affect work-related perceptions and behaviors and should be considered in any assessment of these variables. A quite common method to assess healthy or unhealthy types of work-related perceptions and behaviors is the questionnaire on Work-Related Coping Behavior and Experience Patterns (WCEP). However, the association of PA and NA with WCEP remained unclear. In a sample of teachers, physiotherapists, and teacher students ( N = 745; Mage = 35.07, SD = 12.49; 78% females), we aimed to identify the relevance of these basic traits. After controlling for age, gender, and type of occupation, we found main effects of PA and NA, with the specific combination of PA and NA being decisive for predicting the assignment to a WCEP type. The results highlight the need to include PA and NA in future assessments with the WCEP questionnaire.

Download Full-text