The Effects of a Unit in Practical Nutrition on the Food Habits and School Lunch Participation of Fifth Grade Students PDF Download
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Author: Carole Ann Winegardner
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Category :
Languages : en
Pages :
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Author: Carole Ann Winegardner
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Category :
Languages : en
Pages :
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Author: Amanda B. Jones
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Category :
Languages : en
Pages :
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Adolescents are not consuming the recommended amounts of fruits and vegetables (FV). An overall decrease in diet quality is seen as adolescents get older, with decreases in fruit and vegetable intake and increases in energy dense food intake. The aim of this study was to test whether or not the Food Dudes (FD) healthy eating program helps to prevent decreases in fruit and vegetable intake and increases in energy dense foods during the transition from elementary school into middle school. Past FD studies supported the use of repeated tasting, rewards, and role modeling to encourage children to eat more fruits and vegetables at school with data from studies of young children. A review of available literature on effectiveness of these techniques in adolescents found evidence that the program may also be effective for adolescents. Participants were 4th and 5th graders (n=874) from 6 elementary schools, recruited during the 2011-2012 school year. Treatment group was assigned by school and included a prize condition, a praise condition, and a control. Students were followed into the 2012-2013 school year when the 5th grade cohort entered middle school. During 2012-2013 an additional control group was recruited from three middle schools (n = 154). Results showed short term success at increasing FV intake and that the program had some long term success preventing large drops in FV intake. A small to medium positive correlation was seen between energy dense snack foods and total FV intake (r ranging from.125 to.355, p The results of this study suggest that the FD program may play a role in helping to maintain lunch time FV intake during the transition into middle school. The results for the impact on total FV intake and total diet were less conclusive due to problems in the self-reported data. Future studies on this topic should look for a better method for tracking changes in total FV intake and total diet.
Author: Food and Nutrition Information Center (U.S.)
Publisher:
ISBN:
Category : Cooking
Languages : en
Pages : 348
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Author: National Agricultural Library (U.S.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 348
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Author: Food and Nutrition Information Center (U.S.).
Publisher:
ISBN:
Category :
Languages : en
Pages : 300
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Author: Food and Nutrition Information and Educational Materials Center (U.S.)
Publisher:
ISBN:
Category : Food
Languages : en
Pages : 300
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Author: Food and Nutrition Information and Educational Materials Center (U.S.)
Publisher:
ISBN:
Category : Cooking
Languages : en
Pages : 260
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Author: Food and Nutrition Information Center (U.S.)
Publisher:
ISBN:
Category : Food
Languages : en
Pages : 616
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Author: Ruth T. Nelson
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Category : School children
Languages : en
Pages : 52
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Author: Sisy Manaloor
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Category : Self-efficacy
Languages : en
Pages : 214
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Book Description
The self-efficacy construct has been determined to be an effective method of stimulating desired eating behavior in diabetics and obese adults and exercise behaviors in pulmonary rehabilitation patients. Although the self-efficacy construct has been shown to mediate eating habits, practical classroom application of the construct has been rarely used in this area. A review of literature indicated that no studies have been reported on the effect of self-efficacy on food-related behaviors of children. The primary purpose of this research was to determine if, and to what extent, self-efficacy predicts changes in food choices of fifth-grade children. The effect of self-perceptions of competence on the nutrition knowledge of children after a nutrition education intervention program was also assessed. Forty-five fifth-grade children in two classrooms participated in this study. Their self-perception profile, food choices, nutrition knowledge, and food acceptance were measured both before and after the nutrition education unit. A 25 item nutrition knowledge questionnaire was also administered to the children before and after the nutrition education program. Change in knowledge in the cognitive domain was measured by differences in scores on the nutrition knowledge pretest and posttest. Students kept five-day food records for the school lunch items consumed. The fruit and vegetable intakes of the students were estimated from these food records. Chi-square analyses were performed on the data to determine the relationship between self-efficacy as the independent variable and change in food choices, and food acceptance and change in nutrition knowledge as the dependent variables. The 3 x 3 contingency tables indicated that there were no significant relationships between selfefficacy and change in food choices, food acceptance and nutrition knowledge. The findings provide limited support for the usefulness of the self-efficacy construct in understanding and predicting eating behavior change. It is recommended that further investigations of the predictive capability of the self-efficacy expectancy be conducted in children of this age group to better understand its relationship with food choices and implications for nutrition education for school children.
