Probability of predicting dietary pattern adherence among primary schoolchildren based on socio-demographic data, anthropometric parameters, physical activity levels, and nutritional knowledge.

Adolescence is a critical period of rapid physical and psychosocial development during which eating behaviours are influenced by a variety of internal and external factors. Understanding these relationships is crucial for preventing unhealthy dietary habits and for effective nutrition education. This cross-sectional study included 7,763 schoolchildren aged 10-12 (49.2% boys, 50.8% girls) from Polish schools. The validated questionnaire was used to assess children's nutritional knowledge, dietary habits, and physical activity. Standard anthropometric measurements (body weight, height, waist circumference) were taken, and BMI, WHtR, RFMp, and TMI were calculated. Descriptive statistics were used for sample characteristics. Principal component analysis (PCA) with varimax rotation (MSA = 0.796) was used to identify dietary patterns. Logistic regression modeled predictors of belonging to the highest tertile. Three dietary patterns were identified: Salty-Sweet, Plant-Dairy, and Protein. Children classified as overweight according to the RFMp index and children who were very physically active showed less adherence to the Salty-Sweet Pattern. Schoolchildren who were underweight according to the BMI index and those with low nutritional knowledge were more likely to follow the Salty-Sweet Pattern. Girls, children with an elevated waist-to-hip ratio (WHtR), and very physically active children were more likely to be in the third tertile of the Plant-Dairy Pattern. Schoolchildren with low nutritional knowledge showed less adherence to this pattern. Girls showed less adherence to the protein pattern, whereas underweight children and those who were very physically active showed greater adherence. The dietary patterns of schoolchildren are interrelated, and knowledge of nutrition and physical activity is the main modifiable determinant. These factors can be utilised when developing strategies for regularly assessing nutritional status and providing specialist advice to schoolchildrens, their families, and teachers.