A Conceptual Model Map on Health and Nutrition Behavior (CMMHB/NB)

Abstract

The Conceptual Model Map (CMM) presented here is intended to show the connections between different theories and constructs in the field of health and nutrition behavior (including literacy models, the knowledge–attitude(s)–practice(s) survey structure (KAP), behavior change theories, and Maslow’s pyramid of needs). The CMM can be used as a map to locate existing and future studies, to show their range of effect as well as their limitations. In this context, the CMM also reveals reasons for the attitude/intention–behavior gap.

Drinking-Related Metacognitive Guidance Contributes to Students’ Expression of Healthy Drinking Principles as Part of Biology Teaching

“…Metacognition can result in the transfer of competencies within and across disciplines-essential for students preparing for real-life situations where a clear-cut division of disciplines falls away [49]. Wellness and well-being are multidisciplinary spheres that require an individual to apply critical thinking and informed life management to maintain health and quality of life [7]. Indeed, metacognitive awareness skills in these contexts can prove very useful in building solid ground to fulfill one's potential to become a healthy person and a responsible participant in society.…”

“…People should, therefore, be nutritionally literate about their drinking in order to maintain proper health in the modern world [6]. Biology educators have a vital role in developing the knowledge, skills, attitudes, and values that enable people to stay healthy [7]. Biology education can relate to health education in two broad aims.…”

Health Literacy and Food Literacy for K‐12 Schools in the COVID‐19 Pandemic

“…21 FL can be represented best by an alliance of distinguishable literacies that are partly interdependent and build upon each other. 20,22 Researchers and organizations studying FL consider the school environment along with its curricula, policies, and interventions as important vehicles to improving health outcomes in children and youth. [23][24][25] The World Health Organization (WHO) 26 has noted the school environment is an ideal setting where healthy food and nutrition should be high priority in every school agenda.…”

“…A person may be health-literate and still choose not to act deliberately. 22 On the other hand, a person may want to act in a health-promoting way, but still not succeed. For example, in real life, impulsive health behavior sometimes appears to dominate self-control.…”

“…37 Similar to HL, FL draws upon several disciplines and recognizes the interplay of the social determinants of health, with implications for practice, policy, and research 19 and highlights education as a cornerstone, too. 22,38 FL applies information on food choices and critically reflects on the effects of these choices on oneself and society. Therefore, our aim is 2-fold: (1) to identify the key common elements of HL, FL, and eating behavior by deconstructing existing models; and…”