Nutrition Knowledge, Attitudes, and Food Purchasing Practices of Parents

Abstract

Objectives of this study were to ascertain nutrition attitudes, knowledge, and food pur chasing practices of preschoolers' parents and to compare attitudes, practices, and knowledge of parents by type of child care program, sex, age, education level, family size, residence, occupation, nutrition training, and money spent on food eaten at home and away from home. The target population was parents, both mothers and fathers, who had preschool children attending a licensed day care center or day care home. Data were analyzed from 1,769 questionnaires. Cronbach's alpha reliabilities were computed for knowledge, attitudes, and practices, and a total score for each parent was calculated for each scale. Pearson's product‐moment correlation was used to determine relation ships among the variables and knowledge, attitudes, and practices. Differences in atti tudes, knowledge, and practices were determined by one‐way analysis of variance. Findings indicated that nutrition attitudes were more highly related to food purchasing practices than was nutrition knowledge to food purchasing practices. Education level was the predominant variable influencing nutrition knowledge, and nutrition attitude was the primary variable influencing food purchasing practices.

The knowledge, attitudes, & behaviors approach how to evaluate performance and learning in complex environments

“…Thus, attitudes can impact what an individual perceives and therefore impacts knowledge gains. Furthermore, knowledge-or attitude, for that matter-is not necessarily a strong predictor of behavior alone (Ajzen & Fishbein, 1977;Beavers, Kelley, & Flenner, 1982). Taking all these arguments into account, one may conclude that the relationship between these three dimensions-knowledge, attitude, and behavior-is dynamic and sometimes reciprocal.…”

A Study of Circular Economy Awareness in University Students: The Assessment of Knowledge, Attitude and Behavior

“…Consequently, attitudes can impact what an individual perceives and therefore impacts knowledge gains. On the other side, some scholars highlighted that knowledge-or attitude, for that matter-is not necessarily a strong predictor of behavior alone (Ajzen & Fishbein, 1977;Beavers, Kelley, & Flenner, 1982). Upon those arguments, as Schrader & Lawless (2004) concluded, the interaction between the three dimensions (KAB) is dynamic and sometimes mutual.…”

Αξιολόγηση Προγραμμάτων Μη Τυπικής Περιβαλλοντικής Εκπαίδευσης

“…Σε προηγούμενες έρευνες, έχει αποδειχθεί ότι διατροφική ταυτότητα των καταναλωτών μπορεί να προέλθει από τη συμπεριφορά απέναντι στα τρόφιμα (Hansen et al, 2018) και συχνά συνδέεται με την περιβαλλοντική συνείδηση (Steiner et al, 2017), αλλά και τα δημογραφικά χαρακτηριστικά (Yazdanpanah et al, 2015). Η διατροφική ταυτότητα μπορεί να μετρηθεί με τις διατροφικές προτιμήσεις, οι οποίες περιλαμβάνουν γνώσεις, στάσεις και συμπεριφορές απέναντι στα τρόφιμα (Beavers et al, 1982). Επίσης υπάρχουν έρευνες για τη μοντελοποίηση μίας πράσινης συμπεριφοράς (Laureti & Benedetti, 2018a).…”