Image 1_The relationship between social emotions and intuitive eating behaviors: an exploration based on text analysis.pdf
Introduction<p>The present study provides novel insights into the psychological mechanisms linking social emotions and eating behaviors by integrating large-scale social media analysis with individual-level assessments.</p>Methods<p>Two complementary approaches were employed: Study...
Saved in:
| 主要作者: | |
|---|---|
| 其他作者: | , , |
| 出版: |
2025
|
| 主題: | |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| 總結: | Introduction<p>The present study provides novel insights into the psychological mechanisms linking social emotions and eating behaviors by integrating large-scale social media analysis with individual-level assessments.</p>Methods<p>Two complementary approaches were employed: Study 1 analyzed 1,902 Weibo posts containing “diet” and “social” keywords through latent Dirichlet allocation topic modeling and semantic network analysis to identify thematic structures and interactional patterns; Study 2 surveyed 1,199 participants (aged 18–33) using the Intuitive Eating Scale and self-reported social situation texts, applying Linguistic Inquiry and Word Count (LIWC) and LASSO regression to identify language features of intuitive eating.</p>Results<p>Study 1 revealed six psychological themes and a semantic framework connecting social–dietary interactions, health discourse, emotional states, and body image concerns, while Study 2 demonstrated that negatively valenced words (e.g., sensitive, tiring) were associated with lower intuitive eating, whereas positively valenced words (e.g., relaxed, positive) were associated with healthier eating patterns; moreover, negative emotion scores in social texts showed significant correlations with poorer intuitive eating (p < 0.05).</p>Discussion/Conclusion<p>These findings illustrate associations between social emotional expression and eating behaviors, highlighting implications for emotion-sensitive interventions and the design of healthier online social environments.</p> |
|---|