Body Image, Self-Esteem and The Risk of Disturbed Eating Behavior in Primary School Girls

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Abstract

The aim of the study is to determine the degree of risk of eating disorders in girls of primary school age. The relevance of this issue is related to the earlier occurrence of a number of problems that are traditionally typical for adolescence. Procedure and methods. The study involved 68 girls aged 8—9 years studying in the 3rd grades of the school; the comparison group consisted of students of the 6th grades — 71 teenage girls aged 11—12 years. The following methods were used: Eating Disorder Inventory-2 (the “risk of eating disorders” scale), Body Appreciation Scale, Figure Rating Scale, Dembo-Rubinstein self-esteem scales. Results. It is shown that girls in primary school and adolescence have similar indicators of the risk of eating disorders, a tendency to thinness, a real and ideal body image, i.e. the problem under consideration, previously characteristic of adolescent girls, now requires attention in relation to girls who have not reached puberty. At the same time girls of primary school age are more satisfied with their bodies than teenagers. A significant negative correlation has been established between the risk of eating disorders and self-esteem, in particular, self-esteem of beauty (external attractiveness), abilities, self-confidence and happiness. High self-esteem can serve as a personal resource that helps reduce the risk of eating disorders at this age.

General Information

Keywords: primary school age, girls, risk of eating disorders, desire for thinness, real body image, ideal body image, self-esteem

Journal rubric: Empirical Researches

Article type: scientific article

DOI: https://doi.org/10.17759/cpp.2022300108

Received: 12.08.2021

Accepted:

For citation: Kulagina I.Y., Ruzhina O.I. Body Image, Self-Esteem and The Risk of Disturbed Eating Behavior in Primary School Girls. Konsul'tativnaya psikhologiya i psikhoterapiya = Counseling Psychology and Psychotherapy, 2022. Vol. 30, no. 1, pp. 132–148. DOI: 10.17759/cpp.2022300108. (In Russ., аbstr. in Engl.)

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Information About the Authors

Irina Y. Kulagina, PhD in Psychology, Professor, Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3095-4329, e-mail: kulaginaiu@mgppu.ru

Olga I. Ruzhina, magister, Department of Educational Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5340-4389, e-mail: ruzhina.olga.igorevna@gmail.com

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