Skip to main content

Table 4 Factor loadings verbal mealtime strategies

From: About feeding children: factor structure and internal reliability of a survey to assess mealtime strategies and beliefs of early childhood education teachers

Item content Autonomy supporting cues Autonomy undermining cues Social comparisons
I ask the children if their stomachs are full. 0.76   
If children do not want to stop eating, I ask if their tummy is full. 0.53   
If picky children don’t want to eat, I ask if their tummy is full. 0.88   
I tell the children if they have not eaten enough.   0.78  
If picky children don’t want to eat, I suggest that they start eating what is on their plate.   0.46  
If picky children don’t want to eat, I let them know they don’t have to eat.   0.51  
To help children eat, I suggest that they need to eat more.   0.63  
I say something like “Pat is eating green beans. Why don’t you eat some?”    0.80
I point out other children who are eating more    0.86
If children do not want to stop eating, I tell them they can’t have more of some foods. −0.04 0.25 0.24
If picky children don’t want to eat, I tell them to take at least one bite of everything. −0.03 0.34 0.28
When children are very thin, I praise them for eating to get them to eat more. −0.01 0.36 0.36