Reliability, validity, and factorial structure of the Turkish version of the Weight Self-Stigma Questionnaire (Turkish WSSQ)

Sevinçer, Güzin Mukaddes; Kaya, Aysenur; Bozkurt, Süleyman; Akin, Ercan; Köse, Samet

doi:10.1080/24750573.2017.1379717

Cited by 25 publications

(62 citation statements)

References 23 publications

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“…Across these measures, studies have demonstrated significant correlations between WBI and dietary restraint ( r values = 0.21–0.50), eating concerns ( r values = 0.37–0.64), drive for thinness ( r = 0.47) and measures assessing disinhibition, uncontrolled eating and emotional eating ( r values = 0.46–0.65). Moderate to strong correlations ( r values = 0.29–0.77) were documented for associations between WBI and global or total scores for measures of disordered eating . As with binge eating, measures of eating pathology were associated with WBI in both clinical and community samples and across body weight statuses.…”

Section: Resultsmentioning

confidence: 94%

“…Importantly, several studies found that WBI predicted anxiety over and beyond the variance accounted for by participants' BMI . Of note, half of the current studies examining links between WBI and anxiety were conducted outside of North America, in Australia , Germany , Spain , Sweden and Turkey .…”

Section: Resultsmentioning

confidence: 96%

“…Only one study reported a correlation of less than r = 0.30 . These associations were documented in both community and clinical samples . Significant correlations were also reported for links between WBI and frequency of binge eating in the past 3 or 6 months, as well as objective and subjective binge eating episodes ( r values = 0.25–0.53) .…”

Section: Resultsmentioning

confidence: 97%

“…Links between depressive symptoms and WBI have been examined in 30 studies . WBI was significantly and positively associated with depressive symptoms in 28 of the 30 studies; only two did not find a significant association .…”

Section: Resultsmentioning

confidence: 99%

“…Fifteen studies have examined and demonstrated significant correlations between WBI and both general and weight‐specific HRQOL . Some of the measures used included subscales that distinctly assess mental versus physical QOL (e.g.…”

Section: Resultsmentioning

confidence: 99%

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Weight bias internalization and health: a systematic review

2018

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A robust literature has documented the negative health effects of being the target of weight bias. Weight bias internalization (WBI) occurs when individuals apply negative weight stereotypes to themselves and self-derogate because of their body weight. Compared with experiences of weight bias, less is known about the relationship between WBI and mental and physical health, although more literature on this topic has emerged in recent years. The current systematic review identified 74 studies assessing the relationship between WBI and health and interventions designed to reduce WBI and improve health. Over half of identified studies were published from 2016 to 2017. Results showed strong, negative relationships between WBI and mental health outcomes. Fewer studies have examined the relationship between WBI and physical health, and results were less consistent. Key directions for future research are highlighted, including the need for prospective and experimental studies with greater sample diversity.

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Section: Resultsmentioning

confidence: 94%

Section: Resultsmentioning

confidence: 96%

Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Weight bias internalization and health: a systematic review

2018

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Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

et al. 2021

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The COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

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Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

et al. 2022

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Digital technology and literacy can heighten the transformation of teaching and learning in higher education institutions (HEIs). This study uncovers the extent to which digital technologies have been used to advance the teaching and learning process in HEIs, and the barriers and bottlenecks to why it may not have been effectively implemented across the HEIs. The study used nine selected countries in Latin America (LATAM) based on the main focus of the educators, commercial, and financial investors; to show the level of impact/implications of computer technologies on the teaching and learning processes. We applied a two-step (mixed) methodology (through a quantitative and qualitative lens) for the research investigation, using data collected from survey we administered to faculty members in HEIs across the different countries in LATAM. In turn, we implemented a Text Mining technique (sentiment and emotional valence analysis) to analyze opinions (textual data) given by the participants to help determine challenges and obstacles to using the digital technologies for teaching and learning in the region. Quantitatively, we applied a Kruskal–Wallis H-test to analyze the collected multiple choice and ranked items in the questionnaire in order to identify prominent factors that consummately influence the reach, barriers, and bottlenecks, and where the differences may lie across the different LATAM countries. The results show that the users upheld the emphasis on lack of training, infrastructures and resources, access to internet and digital platforms, as the main challenges to the teaching–learning process. The study also empirically discussed and shed light on critical factors the HEIs, particularly in LATAM, should resolve and adopt in support of the decision-making strategies, operational policies and governance, financial investments, and policymaking, at a time when “digital technologies” have become an inevitable and indispensable part of education and learning.

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Reliability, validity, and factorial structure of the Turkish version of the Weight Self-Stigma Questionnaire (Turkish WSSQ)

Cited by 25 publications

References 23 publications

Weight bias internalization and health: a systematic review

Weight bias internalization and health: a systematic review

Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

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