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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/220316
Testing a New Comprehensive Model for Eating Disorder Symptoms and Academic Achievement Among Spanish and Iranian Undergraduates: The Relationships Between Parental, Developmental, External, and Cognitive Factors, Body Image Concerns, and Self-Efficacy
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[eng] Background: The prevalence of eating disorders (EDs) has more than doubled in the last few years, increasingly jeopardizing the academic achievement and future accomplishments of undergraduate university students, who are a particularly vulnerable group to EDs. Prior research has identified several key risk factors for the emergence of EDs, which have been highly recommended to be included together in future etiological models. Moreover, EDs have been found to be culture-bound, with a higher prevalence rate in certain cultural contexts. On the other hand, the Parental Bonding Instrument (PBI), a well-known measure for evaluating parenting styles as one of the most important risk factors for EDs, was previously validated in Spain over thirty years ago, in a very specific sample. Objectives: The objectives of this dissertation were to firstly establish the theoretical foundation for developing a novel comprehensive model for the etiology of EDs’ symptoms and subsequent poor academic achievement; secondly, update the Spanish version of the PBI and assess its factorial structure; and thirdly, evaluate the proposed research model within two culturally diverse samples of undergraduate university students. Hence, three distinct studies were conducted, including a narrative literature review of the relationships between eating disorder symptoms, academic achievement, and the shared risk factors that influence both; PBI validation for the second time in Spain; and assessment of the hypothesized model, as well as examining the potential moderating effect of culture on the commonly confirmed mediations between two samples. Method: For the narrative review, related published articles were identified by searching in four databases: Scopus, Web of Science, ScienceDirect, and PsycINFO. Regarding the PBI validation, it was translated to Spanish, and 445 Spanish-Caucasian volunteer university students (79.3% female, 21.73 ± 3.48) completed both its maternal and paternal forms as well as the S-EMBU questionnaire. Confirmatory factor analysis was conducted for fourteen previously suggested models in the literature and their model fits were compared. Internal consistency, test-retest reliability, and concurrent validity of the new Spanish PBI were also assessed. In terms of the model evaluation in the third study, two samples of 367 Spanish (85.8% female, 20.64 ± 1.79) and 368 Iranian volunteer undergraduate students (84.5% female, 21.35 ± 1.81) answered eight questionnaires. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to test the hypothesized model. Results: In the first study, reviewing existing academic literature supported the association between eating disorder symptoms and poor academic achievement as well as the interrelationships between their shared risk factors. In the second study, the four-factor structure of care, overprotection, autonomy, and indifference showed the best fit for the new Spanish PBI; the test-retest reliability and concurrent validity of this updated version were also confirmed. The third study confirmed the reliability and validity of both the Spanish and Iranian models; the dominant culture was revealed to be horizontal collectivism and horizontal individualism for the Spanish and Iranian samples, respectively; and four hypothesized mediations were found to be mutually supported: body dissatisfaction significantly mediated the effect of schema domains, weight-related teasing, and peer and media pressures on eating disorder symptoms, namely restraint, eating concern, and bulimia nervosa, and the impaired autonomy schema domain significantly mediated the impact of childhood abuse on general self-efficacy. No significant moderated mediation was observed in any of the samples. Conclusion: In this dissertation, an elaborate model was formulated for risk factors contributing to disordered eating and poor academic achievement among the high-risk group of undergraduates. Similar mediations were revealed in both individualistic (Iranian) and collectivistic (Spanish) cultures. The proposed model, for the first time, revealed the sequential mediation of early maladaptive schemas and body dissatisfaction in the relationship between childhood abuse and EDs' symptoms; the mediating role of the disconnection schema domain in the relationship between childhood abuse and body dissatisfaction; and the mediating role of the impaired autonomy schema domain in the impacts of parenting style and childhood abuse on general self-efficacy. These findings, along with shared confirmed relationships in the Spanish and Iranian samples, have practical implications for prevention, early diagnosis, and treatment of EDs in both clinical and educational settings, and an additional 26 causal relationships have been suggested to be examined in future research endeavors.
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ZABOLIPOUR, Zahra. Testing a New Comprehensive Model for Eating Disorder Symptoms and Academic Achievement Among Spanish and Iranian Undergraduates: The Relationships Between Parental, Developmental, External, and Cognitive Factors, Body Image Concerns, and Self-Efficacy. [consulta: 29 de novembre de 2025]. [Disponible a: https://hdl.handle.net/2445/220316]