Potential unexpected effects of meat reduction in diet: Could educational attainment influence meat substitution strategies?

Agricultural and Food Economics

Table 1 Descriptive statistics across education groups

	All adults (aged 18–64)		Basic education (without diploma)		Intermediate education (professional and technical diploma)		Advanced education (at least a high school degree)
	Mean	Std. Err	Mean	Std. Err	Mean	Std. Err	Mean	Std. Err
Body mass index (kg/m²)	25.65	0.19	28.28	0.78	26.35	0.32	24.39	0.22
Overweight/obesity status (binary)	0.50		0.76		0.54		0.40
Meat consumptions (g/month)	1862	61.25	1574	162	1880	93	1924	110
Male (binary)	0.48		0.41		0.49		0.50
Aged 45–64 (binary)	0.45		0.76		0.50		0.33
Daily smoking (binary)	0.25		0.30		0.29		0.19
Alcohol cons. index (0-to-90 score)	10.70	0.49	6.53	1.00	9.72	0.93	12.74	0.66
Medium physical activity (binary)	0.47		0.43		0.59		0.37
High physical activity (binary)	0.16		0.10		0.09		0.23
Medium sedentariness (binary)	0.42		0.50		0.49		0.34
High sedentariness (binary)	0.46		0.41		0.37		0.55
Lunch at home (binary)	0.53		0.74		0.59		0.43
Declared as vegetarian (binary)	0.02		0.02		0.03		0.01
Number of adults per household	2.14	0.04	2.18	0.13	2.22	0.07	2.06	0.07
Number of children per household	0.81	0.05	0.52	0.12	0.73	0.08	0.97	0.08
Rural area (binary)	0.26		0.17		0.36		0.20
Small city [2000–20000 inhbts[ (binary)	0.18		0.26		0.19		0.14
Middle size city (binary)	0.13		0.15		0.15		0.10
Large city > = 100,000 inhbts (binary)	0.30		0.32		0.22		0.37
Paris' urban area (binary)	0.14		0.11		0.08		0.19
OBSERVATIONS	n = 1,318; N = 29,354,406		n = 101; N = 3,496,348		n = 537; N = 12,165,691		n = 671; N = 13,378,632

Means and standard errors are weighted using the survey recommendations to guarantee the representativeness of the sample. N refers to the population size and n refers to the sample size. HH means household. Lactating and pregnant women were excluded as well as children (< 18 yo) and the elderly (> 65 yo). For each row variable, mean-comparison tests were processed comparing the reference group (the “no diploma” group) with other education groups: positive and significant differences are displayed in bold, and negative and significant differences are displayed in italic. Source: INCA-3 (2014–2015)