The Effects of Weight Science and Nutrition Education on Weight Control Beliefs, Body Image, Self-Esteem and Eating Patterns in Undergraduate Dieters
Phase: NA
Conditions: Dietary Restraint
Sponsor: St. Joseph's Healthcare Hamilton

 
 
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Study Protocol and Statistical Analysis Plan (SAP) 
 
The Effects of Weight Science and Nutrition Education on Weight Control Beliefs, Body 
Image, Self-Esteem and Eating Patterns in Undergraduate Dieters 
 
Unique Protocol ID #19334 
 
November 4th, 2025 
 
 
 
 
 
 
 
 
Authors: 
Keisha Gobin, Ph.D., C.Psych1  
Sarah Potter, B.A., Graduate Student2 
Mindy Tat, B.Sc. (Hons) (Expected 2026)3 
 
Program: 
1. Assistant Professor, Department of Psychiatry and Behavioral 
Neurosciences, McMaster University, Hamilton, Canada and Co-
Clinical Lead, Eating Disorders Clinic, St Joseph's Healthcare, 
Hamilton, Canada  
 
2. Graduate student, Department of Psychology, Neuroscience, and 
Behavior, McMaster University, Hamilton, Ontario, Canada and 
Eating Disorders Clinic, St. Joseph’s Healthcare Hamilton, Hamilton, 
Ontario, Canada 
 
3. Thesis student, Department of Psychology, Neuroscience and 
Behavior, McMaster University, Hamilton, Canada  
 
 
 
 

 
 
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Abstract 
Background 
Individuals who engage in dieting behaviours are at elevated risk for developing 
disordered eating and eating disorders (Stice et al., 2017; Barakat et al., 2023; Jebeile et al., 
2019). These individuals have a belief that weight is within their control and, as such, are likely 
to engage in unhealthy weight control practices associated with poor psychological well-being 
(Neumark-Sztainer et al., 2007; Kabakuş & Bilici, 2022). Research suggests two weight control 
beliefs: (1) the belief in controlling one’s weight and (2) the belief in controlling one’s lifestyle 
with acceptance of the resulting weight (Laliberte et al., 2007). In non-clinical samples, the belief 
in controlling one’s weight is positively associated with disordered eating, body dissatisfaction 
and poor self-esteem (Laliberte et al., 2007). Meanwhile, the belief in controlling one’s lifestyle 
with acceptance of the resulting weight is negatively associated with disordered eating, body 
dissatisfaction and poor self-esteem (Laliberte et al., 2007). Providing weight science education 
to non-dieters has been shown to significantly decrease the belief in controlling one’s weight and 
increase the belief in controlling one’s lifestyle with acceptance of the resulting weight (Laliberte 
et al., 2014). However, the effect size for the belief in controlling one’s lifestyle with acceptance 
of the resulting weight was small (Laliberte et al., 2014). Given the risks to those who diet, it is 
essential to investigate whether providing education about weight science and healthy lifestyle 
practices specifically benefits this group.  
Objectives: 
This study investigates whether providing information on healthy eating and weight 
science will result in a significant and meaningful change to both belief in controlling one’s 
weight and belief in controlling one’s lifestyle with acceptance of the resulting weight. The study 
also investigates whether a change in weight control beliefs will predict a change in one’s intent 
to diet, self-esteem, dietary restraint, and body appreciation. Given that individuals who endorse 
dieting behaviours are at a substantially greater risk for developing disordered eating and eating 
disorders, the present study will exclusively recruit individuals who self-identify as currently 
dieting, to explore whether providing this education may be beneficial for this specific high-risk 
group. 
 
Implications 
This study will evaluate the effects of two educational components designed to influence 
weight control beliefs and related risk factors for eating disorders, including dietary restraint, the 
intent to diet, body dissatisfaction, and self-esteem, among individuals who diet. By examining 
how psychoeducation impacts these outcomes, the study aims to provide insights that could 
inform future interventions for populations at higher risk of developing eating disorders. 
Additionally, the findings may shed light on the potential benefits of specific psychoeducational 
components commonly used in cognitive-behavioural therapy for eating disorder populations. 
 
 

 
 
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Study purpose and rationale 
Background:  
In North America, body dissatisfaction and fear of being “fat” are common experiences 
reported by women (Ackard et al., 2007; Cash et al., 2004; Piran & Gadalla, 2007). A review 
conducted in 2004 found that 29% of white college-age women report extreme body 
dissatisfaction, and a different large-scale study found 26% of Canadian women report a strong 
fear of being fat (Cash et al., 2004; Piran & Gadalla, 2007). These findings are concerning given 
that body dissatisfaction is a risk factor for the development and maintenance of disordered 
eating (Polivy & Herman, 2002; Stice & Shaw, 2002). As a result of body dissatisfaction, 
women often engage in dieting behaviours to try and change the shape of their body. A study on 
college women found that 82% of women in college use at least one dieting behaviour daily, and 
33% of them also engage in more extreme strategies to control their weight, like using laxatives 
or vomiting, monthly (Mintz & Betz, 1988). Recent research further asserts that dieting predicts 
the onset of eating disorder symptoms across multiple populations and follow-up periods (Stice 
et al., 2017; Patton et al., 1990; Jebeile et al., 2019), and that dieting behaviours among 
university students remain prevalent and are associated with unhealthy eating patterns and eating 
disorder risk (Kabakuş & Bilici, 2022). Furthermore, individuals who diet may hold stronger 
beliefs in controlling their weight (Vartanian & Herman, 2006), potentially placing them at 
greater risk for disordered eating outcomes. By focusing exclusively on dieters in this study, we 
can explore whether education about weight science can alter maladaptive beliefs. 
One such set of maladaptive beliefs that may place dieters at increased risk involves their 
beliefs about weight control itself. Specifically, research suggests that individuals tend to hold 
one of two primary beliefs about weight control: (1) the belief in personal control over one’s 
weight and (2) the belief in controlling one’s lifestyle with acceptance of the resulting weight 
(Laliberte et al., 2007). In non-clinical samples, the belief in controlling one’s weight is 
positively associated with disordered eating, body dissatisfaction and poor self-esteem (Laliberte 
et al., 2007). In contrast, the belief in controlling one’s lifestyle with acceptance of the resulting 
weight is negatively associated with disordered eating, body dissatisfaction and poor self-esteem 
(Laliberte et al., 2007). Providing weight science education has been shown to significantly (with 
large effect size) decrease the belief in personal control over one’s weight. Weight science 
education also significantly increased the belief in controlling one’s lifestyle with acceptance of 
the resulting weight (Laliberte et al., 2014); however, the effect size for the belief in controlling 
one’s lifestyle with acceptance of the resulting weight was small (Laliberte et al., 2014).  Of 
interest, only the small increase in the belief in controlling one’s lifestyle with weight acceptance 
predicted positive changes in body dissatisfaction, self-esteem and measures of disordered 
eating. 
In cognitive behaviour therapy (CBT) for eating disorders, it is common for weight 
science teaching to be supported by information on healthy eating (Fairburn, 2008); and there is 
research in clinical settings demonstrating that CBT results in a decrease in the belief in personal 
control over weight, and an increase in the belief in striving for a healthy lifestyle with weight 

 
 
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acceptance (Laliberte & Lucibello, 2022). In the present study, we propose to extend the 
previous study on the effects of education on weight control beliefs in a non-clinical setting by 
examining the effects of weight control and nutrition education among undergraduate gender-
based women who are dieting. Our objective is to determine whether the two components 
together are more effective in changing weight control beliefs than either alone. 
 
Hypothesis:  
We expect:  
1. Weight science education alone will decrease belief in personal control over weight but 
will have little to no effect on belief in choosing a healthy lifestyle/weight acceptance. 
2. Nutrition education alone will increase belief in choosing a healthy lifestyle/weight 
acceptance but will have little to no effect on the belief in personal control over weight. 
3. Weight science and nutrition teaching combined will both decrease the belief of personal 
control over weight and an increase the belief in choosing a healthy lifestyle/weight 
acceptance.  
4. Change in weight control beliefs will predict changes in body appreciation, the intent to 
diet, self-esteem, and dietary restraint. 
 
 
 
Description of the population to be studied, inclusion and exclusion criteria 
 
As disordered eating and negative body image are prevalent in gender-based women in 
early adulthood, a sample of non-clinical undergraduate students, who self-identify as women, 
will be recruited to participate in the study. Additionally, given that dieting is a well-established 
risk factor for the development of eating disorders, only participants who self-identify as 
currently engaging in dieting behaviours—for the purposes of weight loss—will be eligible for 
participation. Participants with who do not have normal hearing (or corrected to normal hearing) 
or vision (or corrected to normal vision) will not be eligible for this study due to the audio-visual 
nature of the interventions and questionnaires. All participants will be recruited via the SONA 
platform, an online recruitment site for students and faculty in the PNB Department at McMaster 
University. The SONA pre-screen self-report questionnaire will be used to assess eligibility for 
this criteria.  
Inclusion Criteria:  
 
A participant will be eligible to participate in the study if they meet the following criteria 
based on the SONA pre-screen questionnaire:   
1. 18 years of age or older  
2. A female or trans-female gender identity 
3. Be restricting their eating to try and lose weight 

 
 
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4. Normal or correct-to-normal visual acuity 
5. Normal or correct-to-normal auditory acuity 
The SONA pre-screen self-report questionnaire is set-up and managed by the PNB 
Department. It is completed by all potential participants when they sign up for a SONA account. 
It is used to filter research studies such that participants can only view advertisements for studies 
they are eligible to participate in. Eligibility is determined solely through the SONA pre-screen 
system. Study investigators do not design or influence the pre-screen questions, response 
options, or eligibility logic, and do not have access to any data collected in the pre-screening 
process. No pre-screen information will be retained or used as part of this study. At the sign-up 
stage, participants are able to select a date/time to complete the study at their convenience.  
It should be noted that SONA has a limited number of items that researchers can use for the 
purpose of pre-screening potential study participants. Given that some individuals may 
accidentally bypass the eligibility criteria on the SONA pre-screen questionnaire, we included a 
Screener instrument on our REDCap survey to ensure that participants are restricting their eating 
to try and lose weight. If participants do not endorse dieting, they will be redirected to the end of 
the study; however, they will still receive credit for participating. 
 
Sample size (and how sample size was determined) 
 
The sample size was determined using a power analysis for ANOVA conducted in R 
Studio. An effect size of 0.25 was used to conduct the power analysis. The effect size is a 
conservative estimate based on the results of a similar study conducted by Laliberte et al. 2014. 
The results of the power analysis recommend 53 participants in each study condition, resulting in 
a total of 159 participants overall. 
 
pwr.anova.test(k=3, n=NULL, f=0.25, sig.level = 0.05, power=0.8) 
Output: 
Balanced one-way analysis of variance power calculation  
             k = 3 
             n = 52.3966 
              f = 0.25 
  sig.level = 0.05 
      power = 0.8 
NOTE: n is number in each group 
 
There is a maximum of 15 participants per group, as the rooms available can accommodate up to 
15 people. To ensure an equal number of participants in each condition, we will conduct 10-12 
groups, each comprising of 10-15 participants. This will result in approximately 50 participants 
in each condition, and a total of 150 participants in the experiment.  The experimental conditions 
will be randomly assigned to groups, ensuring equal representation of experimental conditions 

 
 
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across academic semesters. An additional consideration when determining the sample size was 
the limitation imposed by the Department of Psychology, Neuroscience and Behaviour. The 
department restricts researchers to a maximum of 150 credits per term. Since participants earn 
one credit for every hour of participation, this two-hour experiment grants them two credits. Due 
to this policy, a maximum of 75 students can be enrolled in the study per term, allowing data to 
be collected from a total of 150 students over two academic semesters. 
 
Design and detailed description of methodology  
Design:  
Each group of participants will be randomly assigned to one of three conditions: 1) 
weight science + control (sleep education); 2) control (sleep education) + healthy eating 
education; or 3) weight science + healthy eating education. The sleep education module serves as 
a neutral placebo control condition, designed to provide participants with general, non–weight-
related educational content. It is not expected to influence any of the study’s primary outcomes 
related to dieting intentions, eating behaviours, body image, or self-esteem.  
Participants will have the opportunity to self-select from the available timeslots for the 
study, with each timeslot accommodating a maximum of 15 participants, resulting in 
approximately 10 clusters for a total sample size of 150. Subsequently, each group of students 
will be randomly assigned to one of the experimental conditions. Prior to data collection, a lab 
mate who is not involved in participant recruitment, data collection, or analysis will generate the 
randomization sequence (e.g., alternating Condition 1, Condition 2, and Condition 3 in a random 
order) using a random number generator. Each session will then be pre-assigned to one of the 
three intervention conditions based on this randomization schedule. The lead investigator will be 
informed of the assigned condition only on the day of the session to ensure that participant 
assignment remains fully random and that blinding is maintained in advance, minimizing any 
potential anticipatory or selection bias. 
The study is scheduled to be conducted from January 2026 to August 2026. This timeline 
aligns with the policy set forth by the Department of Psychology, Neuroscience, and Behavior, 
which restricts researchers to a maximum of 150 credits per term.  
 
Procedure: 
After a participant completes the study sign-up procedure, they will select a time and date to 
complete the study in person at McMaster University in the Psychology Building. We have 
requested in the advertisement that participants bring a device (i.e., cellphone, laptop, tablet) to 
complete the online consent form and questionnaires. A reminder email will be sent 24 hours 
before the participants’ scheduled study session, reminding them to bring a device. If any 
participant does not have access to a device, we will provide a spare tablet for the participant to 
access the consent form and study questionnaires. 
Once participants have signed up for the study via SONA, they will receive the room 
number and detailed directions on how to reach the designated location. The student investigator 

 
 
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will be present at the pre-specified time and location to meet the participant. Furthermore, 24 
hours prior to the study session, participants will receive a reminder email. This email will 
include the date, time and location of the study location, as well as a reminder to participants to 
bring, if possible, an electronic device such as their phone, laptop or tablet. 
 
Once the participant arrives at the in-person study location, they will receive access to a 
link via SONA to sign an online consent form via REDCap. The participant can ask any 
questions about the study prior to signing the consent form to the student investigator in the 
room. If the participant agrees to participate in the study, they will be required to provide their 
full name, electronic signature, and the date to indicate their informed consent. Participants will 
be required to check a box indicating that they have had the opportunity to ask any questions that 
they may have about the study to ensure that participants are aware of and have accessed (as 
needed) the research team to clarify any questions. If a participant provides their informed 
consent, they will be directed to a page where they are able to download a copy of their signed 
consent form. 
 
Once consent is obtained, the participants will answer some preliminary questions. All 
study questionnaires will be completed using REDCap. The first two questions in the experiment 
ask the participant to input their McMaster email and student number. These questions are 
required before the participant can continue with the experiment. The information will be used to 
provide them with course credit for the study. Additionally, the email provided will be used by 
the research team to ensure that all participants receive a copy of the consent form that includes 
both the participant's and investigator’s signatures. Once a participant has signed the consent 
form, the lead Student Investigator (Mindy Tat) will download a copy of the signed consent form 
into the secure internal network of McMaster University. At this stage, the lead Student 
Investigator will provide her electronic signature on the consent form using Adobe Reader (on 
the McMaster internal network). The completed consent form will then be emailed to the 
participant via encrypted email, offered through McMaster Outlook. This will occur within 24 
hours of the participant providing their consent. 
After completing the screener and consent form, participants will be automatically redirected 
to the study questionnaires. Participants will begin by completing the following questionnaires in 
REDCap: demographic questionnaire, Three-Factor Eating Questionnaire – Revised 18 
(Karlsson et al., 2000), Eating Disorder Examination Questionnaire 6.0 (Fairburn, 2008), 
knowledge questionnaire, Dieting Intentions Scale (Cruwys et al., 2013), Weight Control Beliefs 
Questionnaire (Laliberte et al., 2007), Rosenberg Self-Esteem Scale (Rosenberg, 1989), and the 
Body Appreciation Scale – 2 (Tylka & Wood-Barcalow, 2015). Once the preliminary 
questionnaires are complete, the student investigator will project two educational videos. After 
watching the videos, participants will complete the following questionnaires on REDCap: 
knowledge questionnaire, Dieting Intentions Scale (Cruwys et al., 2013), Weight Control Beliefs 
Questionnaire (Laliberte et al., 2007), Rosenberg Self-Esteem Scale (Rosenberg, 1989), and 
Body Appreciation Scale – 2 (Tylka & Wood-Barcalow, 2015). At the end of the session, after 
watching the educational videos and completing the study questionnaires, participants will 

 
 
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receive a virtual copy of the debriefing form, which provides further information about the study 
purpose, independent and dependent variables, local mental health resources, and contact 
information for the LPI. The student investigator will review the debriefing form with the 
participants and provide an opportunity to ask any questions.  
As stated above, if a participant does not present to the study appointment with an 
electronic device, the study team will provide the participant with a spare tablet to access and 
complete the study questionnaires on REDCap. As the questionnaires are completed on 
REDCap, no personal data will be stored on the tablet. 
 
Content and Development of Video Modules 
Each of the video modules provides evidence-based information on a particular topic: 1) weight 
science; 2) healthy nutrition; and 3) sleep hygiene. The weight science video discusses the 
research on the genetic contribution to body weight; the role of genetics in how individuals’ 
body weight responds to over-eating; the research comparing the efficacy of different dieting 
approaches; the research on the long-term efficacy of behavioural approaches to weight loss; 
weight loss in obesity; research on the weight-loss registry looking at successful weight losers; 
and research on weight control beliefs. The healthy nutrition video discusses the development of 
food guides around the world; a definition and description of benefits of the “basics” of healthy 
eating (e.g., regular eating, balanced eating and pleasurable eating); a review of the 
macronutrients and their importance to health; a review of the recommendations concerning the 
specific food groups in the Canada’s food guide; and how to put this all together to create a 
healthy eating plan. The sleep hygiene video, which is an active control, reviews the cognitive, 
emotional, physical health and weight implications of good quality sleep; provides a review of 
good sleep hygiene; and provides an overview of how to manage insomnia. The videos are all 
narrated by Dr. Michele Laliberte, a licensed clinical psychologist, and the information is 
consistent with current research and recommendations in the three areas discussed in the videos. 
There is no deception involved and it is made clear to participants that the information they are 
being provided is based on current research and the purpose is to understand the impact of this 
information on their attitudes and beliefs. 
 
Definition of end-point(s) 
 
The study will be published on SONA as soon as REB approval is granted. Data 
collection will continue until 150 participants are recruited. We anticipate collecting data from 
the start of January 2026 to August 2026. As McMaster University is offering first-level courses 
offerings in introductory psychology during this period, the investigators expect that it should be 
possible to recruit the targeted sample size within this timeframe.  
 
Measurements and measurement instruments 
 

 
 
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The following self-report instruments will be used in the study:  
 
1. Demographic Questionnaire 
2. Three-Factor Eating Questionnaire – Revised 18 (Karlsson et al., 2000) 
3. Eating Disorder Examination Questionnaire 6.0 (Fairburn, 2008) 
4. Knowledge Questionnaire  
5. Dieting Intentions Scale (Cruwys et al., 2013) 
6. Weight Control Beliefs Questionnaire (Laliberte et al., 2007) 
7. Rosenberg Self-Esteem Scale (Rosenberg, 1989) 
8. Body Appreciation Scale – 2 (Tylka & Wood-Barcalow, 2015) 
 
Study Link:  
 
The online consent form and questionnaires may be accessed using the following link:   
https://edcredcap.mcmaster.ca/surveys/?s=YJ9HXWD97L7NDHPE 
 
Data analysis plan 
 
All analyses will be conducted in SPSS (version 27). In order to characterize the sample, 
descriptive statistics will be used. A multivariate analysis of variance (MANOVA) will be used 
to compare the three groups on change in weight control beliefs and eating pathology. 
Regression analyses will be used to look at the relationship between change in weight control 
beliefs and measures of eating pathology (dietary restraint, self-esteem, body appreciation, and 
the intent to diet) over the intervention. The regression analyses will be done across the entire 
sample.  
 
How subjects will be recruited, including advertisements/publicity 
 
All participants will be recruited through the McMaster University undergraduate 
psychology subject pool via SONA. The study will be advertised on the SONA on the “Study 
Sign-Up” page. A copy of the study advertisement can be found in Appendix A. On this page, 
potential participants are able to view the study title, a brief description of the study, 
compensation structure of the study, and study eligibility criteria. If a participant is interested in 
further information about the study, they are able to click on the study to learn the following 
about the study:  
1. Study Name  
2. Study Type  
3. Credits (allocated for study completion) 
4. Study Duration  
5. Sign-Up Restrictions  

 
 
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6. Abstract  
7. Study Description 
8. Preparation  
9. Eligibility Requirements  
10. Website  
11. Researcher Names & Contact Information  
12. MREB Approval Code (HiREB Approval Code) 
After considering all of the information relevant to the study, participants are able to sign-up for 
the study. This protocol allows participants to self-select for studies that they are interested in 
participating in, and limits potential undue pressure to participate from researchers, colleagues, 
supervisors, and others.  
 

 
 
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References 
 
Ackard, D. M., Fulkerson, J. A., & Neumark-Sztainer, D. (2007). Prevalence and utility of DSM-
IV eating disorder diagnostic criteria among youth. The International Journal of Eating 
Disorders, 40(5), 409–417. https://doi.org/10.1002/eat.20389  
Barakat, S., McLean, S. A., Bryant, E., Le, A., Marks, P., National Eating Disorder Research 
Consortium, Touyz, S., & Maguire, S. (2023). Risk factors for eating disorders: findings 
from a rapid review. Journal of eating disorders, 11(1), 8. 
https://doi.org/10.1186/s40337-022-00717-4 
Cash, T. F., Phillips, K. A., Santos, M. T., & Hrabosky, J. I. (2004). Measuring “negative body 
image”: Validation of the Body Image Disturbance Questionnaire in a nonclinical 
population. Body Image, 1(4), 363–372. https://doi.org/10.1016/j.bodyim.2004.10.001 
Cruwys, T., Platow, M. J., Rieger, E., & Byrne, D. G. (2013). The development and validation of 
the Dieting Intentions Scale (DIS). Psychological assessment, 25(1), 264–278. 
https://doi.org/10.1037/a0030547 
Fairburn, C. G. (2008). Cognitive Behavior Therapy and Eating Disorders. Guilford Press. 
Jebeile, H., Gow, M. L., Baur, L. A., Garnett, S. P., Paxton, S. J., & Lister, N. B. (2019). 
Treatment of obesity, with a dietary component, and eating disorder risk in children and 
adolescents: A systematic review with meta-analysis. Obesity Reviews, 20(9), 1287-1298. 
https://doi.org/10.1111/obr.12866  
Kabakuş Aykut, M., & Bilici, S. (2022). The relationship between the risk of eating disorder and 
meal patterns in University students. Eating and weight disorders : EWD, 27(2), 579–
587. https://doi.org/10.1007/s40519-021-01179-4  

 
 
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Karlsson, J., Persson, L., Sjöström, L., & Sullivan, M. (2000). Psychometric properties and 
factor structure of the Three-Factor Eating Questionnaire (TFEQ) in obese men and 
women. Results from the Swedish Obese Subjects (SOS) study. International Journal of 
Obesity, 24(12), 1715-1725. https://doi.org/10.1038/sj.ijo.0801442 
Laliberte, M. M., Balk, D., Tweed, S., Smith, J., & Ghai, A. (2014). The impact of education on 
weight control beliefs. Ethnicity and Inequalities in Health and Social Care, 7(2), 86–95. 
https://doi.org/10.1108/EIHSC-11-2013-0041 
Laliberte, M. M., & Lucibello, K. M. (2022). Weight control beliefs in the treatment of binge-
eating disorder: Why might they matter? International Journal of Eating Disorders, 
55(6), 820–825. https://doi.org/10.1002/eat.23713 
Laliberte, M. M., Newton, M., McCabe, R., & Mills, J. S. (2007). Controlling Your Weight 
Versus Controlling Your Lifestyle: How Beliefs about Weight Control Affect Risk for 
Disordered Eating, 10534_2006_9060_Fig3_HTML.gif Dissatisfaction and Self-esteem. 
Cognitive Therapy and Research, 31(6), 853–869. https://doi.org/10.1007/s10608-006-
9104-z 
Mintz, L. B., & Betz, N. E. (1988). Prevalence and correlates of eating disordered behaviors 
among undergraduate women. Journal of Counseling Psychology, 35, 463–471. 
https://doi.org/10.1037/0022-0167.35.4.463  
Neumark-Sztainer, D. R., Wall, M. M., Haines, J. I., Story, M. T., Sherwood, N. E., & van den 
Berg, P. A. (2007). Shared risk and protective factors for overweight and disordered 
eating in adolescents. American journal of preventive medicine, 33(5), 359–369. 
https://doi.org/10.1016/j.amepre.2007.07.031  

 
 
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Patton, G. C., Selzer, R., Coffey, C., Carlin, J. B., & Wolfe, R. (1999). Onset of adolescent 
eating disorders: population based cohort study over 3 years. BMJ (Clinical research 
ed.), 318(7186), 765–768. https://doi.org/10.1136/bmj.318.7186.765 
Piran, N., & Gadalla, T. (2007). Eating disorders and substance abuse in Canadian women: A 
national study. Addiction (Abingdon, England), 102(1), 105–113. 
https://doi.org/10.1111/j.1360-0443.2006.01633.x 
Polivy, N., & Herman, C. P. (2002). Causes of eating disorders. Annual Review of Psychology, 
53(1), 187–213. 
https://www.annualreviews.org/doi/10.1146/annurev.psych.53.100901.135103 
Rosenberg, M. (1989). Society and the Adolescent Self-Image (Revised edition). Wesleyan 
University Press.  
Stice, E., Gau, J. M., Rohde, P., & Shaw, H. (2017). Risk factors that predict future onset of each 
DSM–5 eating disorder: Predictive specificity in high-risk adolescent females. Journal of 
Abnormal Psychology, 126(1), 38–51. https://doi.org/10.1037/abn0000219 
Stice, E., & Shaw, H. E. (2002). Role of body dissatisfaction in the onset and maintenance of 
eating pathology: A synthesis of research findings. Journal of Psychosomatic Research, 
53(5), 985–993. https://doi.org/10.1016/s0022-3999(02)00488-9Tylka, T. L., & Wood-
Barcalow, N. L. (2015). The Body Appreciation Scale-2: Item refinement and 
psychometric evaluation. Body Image, 12, 53–67. 
https://doi.org/10.1016/j.bodyim.2014.09.006  
Vartanian, L. R., & Herman, C. P. (2006). Beliefs about the determinants of body weight predict 
dieting and exercise behavior. Eating Behaviors, 7(2), 176-179. 
https://doi.org/10.1016/j.eatbeh.2005.08.009 

 
 
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APPENDIX A: SONA ADVERTISEMENT FOR RECRUITMENT OF PARTICIPANTS 
Study #19334, McMaster SONA Advertisement, January 2026 
PI: Dr. Keisha Gobin; Student Investigators: Mindy Tat, Sarah Potter 
 
The information below will be displayed on the McMaster SONA platform. The HiREB 
approval information is listed under “Description” due to the format of the website. 
Study Type: 
Standard (lab) study. This is a standard lab 
study. To participate, sign up, and go to the 
specified location at the chosen time. 
Study Status:  
Visible to participants: No 
 
Active study: No 
 
Duration:  
120 minutes  
Credits:  
2 
Abstract:  
The Effects of Weight Science and Nutrition 
Education on Weight Control Beliefs, Body 
Image, Self-Esteem and Eating Patterns in 
Undergraduate Dieters 
Description:  
If you consent to participate, you will attend 
an in-person study session in Room 403 at 
McMaster's Psychology Complex (PC-403). 
On the day of your appointment, please 
contact the lead student investigator, Mindy 
Tat, at tatm@mcmaster.ca and wait outside 
the PC-403 doors. 
 
During the session, you will be asked to 
watch two videos and answer a series of 
online questionnaires. The first set of 
questionnaires will ask you information about 
your gender, ethnicity, eating patterns, body 
image, weight control beliefs, intent to diet, 
self-esteem, and behaviours related to body 
image. After these questionnaires you will 
watch two educational videos related to living 
a healthy lifestyle. Finally, you will complete 
a second set of questionnaires about eating 
patterns, body image, weight control beliefs, 
intent to diet, self-esteem, and behaviours 
related to body image. 
 

 
 
Version 1.0  
November 4th, 2025  
15
 
This study will ask questions about your 
eating patterns, body image, intent to diet, 
beliefs about weight, self-esteem, and 
behaviours related to body image. It is 
possible that you may experience mild 
discomfort when completing the 
questionnaires. You may skip any question 
you do not wish to answer or withdraw from 
the study at any time without penalty. 
 
The questionnaires and videos will take 
approximately 120 minutes to complete, and 
you will receive 2 credits for your 
participation in the study. All responses are 
private and confidential. 
 
This study has been reviewed by the 
Hamilton Integrated Research Ethics 
Board under Project #19334. 
 
Principal Investigator: Dr. Keisha Gobin 
Lead Student Investigator: Mindy Tat 
Student Co-Investigator: Sarah Potter 
 
Eligibility Requirements:  
To participate, you must be 18 years old or 
older, restricting your eating to try and lose 
weight, self-identify as a woman, have normal 
(or corrected to normal) hearing and vision, 
and be a current undergraduate student at 
McMaster University. 
Preparation:  
You are asked to bring, if possible, your cell 
phone, laptop or tablet as the questionnaires 
can be completed online. If this is not 
possible, we will provide a spare electronic 
device for you to complete the consent form 
and questionnaires. 
Participant Sign-Up Deadline:  
24 hours before the study is to occur  
Researchers:  
Mindy Tat 
(tatm@mcmaster.ca)