Prevalence of eating disorders and their association with depression, anxiety, and stress among high school students in suburban areas in Vietnam
Eating disorders are a growing concern among adolescents, often associated with mental health issues like depression, anxiety, and stress. Limited evidence exists on their prevalence and contributing factors in suburban areas in Vietnam. This study aimed to assess the prevalence of eating disorders and their relationship with mental health factors among high school students in these areas. A descriptive cross-sectional survey was conducted with 426 high school students from suburban areas of major Vietnamese cities. The EAT-26 (eating attitudes test-26) and BITE (bulimic investigatory test Edinburgh) questionnaires were used to evaluate eating disorders, while the DASS-21 scale measured levels of depression, anxiety, and stress. The findings showed that 57.7% of participants exhibited signs of eating disorders. Logistic regression analysis identified significant associations between eating disorders and gender, eating habits, body image concerns, and mental health indicators (p-value < 0.05). In conclusion, this study highlights the high prevalence of eating disorders among suburban high school students in Vietnam. The strong associations with gender, eating habits, body image, and mental health factors emphasize the urgent need for targeted interventions and mental health support tailored to this vulnerable population.
Authors
- Trinh Kim Anh
- Nguyen Le (ORCID: https://orcid.org/0000-0001-6925-033X)
- Le Thi Thanh Truc (ORCID: https://orcid.org/0000-0003-4093-1048)
- Thị Thùy Linh Nguyễn (ORCID: https://orcid.org/0000-0001-5426-4827)
- Nguyễn Thị Thu Phương (ORCID: https://orcid.org/0000-0002-5467-2705)
- Lê Xuân Hưng (ORCID: https://orcid.org/0009-0008-3706-5744)
Publication Details
- Journal
- Journal of Advanced Biotechnology and Experimental Therapeutics
- Published
- 2025-01-01
- DOI
- https://doi.org/10.5455/jabet.2025.20
- Citations
- 1
- Primary Topic
- Education and Learning Interventions
- Type
- article
- Field-Weighted Citation Impact
- 3.25