Psychosocial Measures Used to Assess the Effectiveness of School-based Nutrition Education Programs: Review and Analysis of Self-report Instruments for Children 8 to 12 Years Old

Hernández-Garbanzo, Yenory; Brosh, Joanne; Serrano, Elena; Cason, Katherine L.; Bhattarai, Ranju

doi:10.1016/j.jneb.2013.01.007

Cited by 12 publications

(4 citation statements)

References 30 publications

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“…One limitation could be the response burden that is a critical issue in many of the assessment studies targeted to young children (45) . A strength of the present study can be found in the used tool, which was designed to be developmentally appropriate, with the use of pictures, smiles, activities suitable for small children, tangible experiences with food and food products; it targeted different aspects of nutritional knowledge/awareness and of abilities/skills, such as children's ability to recognize and name a wide range of foods, to classify foods according to their healthiness, etc.…”

Section: Discussionmentioning

confidence: 99%

Food literacy predictors and associations with physical and emergent literacy in pre-schoolers: results from the Training-to-Health Project

Tabacchi

Battaglia

Alesi

et al. 2019

Public Health Nutr.

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Objective:Food literacy (FL) is a crucial need encompassing basic literacy and fundamental movement skills. The present study aimed to investigate the FL level in pre-schoolers and to evaluate the effect of potential predictors and the associations with gross motor and emergent literacy skills.Design:Cross-sectional study conducted within the Training-to-Health Project.Setting:Kindergartens (n 21) in the Palermo City Council, Italy.Participants:Pre-school children aged 3–6 years (n 921) followed education sessions on nutritional topics, practical activities and compiled prearranged sheets. FL was assessed by the five-domain toolkit ‘preschool-FLAT’; gross motor and emergent literacy skills were assessed by the Italian version of the gross motor development test and the PRCR-2/2009, respectively. Correlation and regression analyses were performed to assess relationships between FL scores and gender, age, weight, height, BMI, gross motor and emergent literacy skills.Results:Independent predictors (β, se) of higher FL were female gender (1·06, 0·315, P < 0·01), older age (0·08, 0·019, P < 0·001) and greater height (0·13, 0·03, P < 0·001). The adjusted coefficients were significant for quotient of gross motor development and in particular for the locomotor component (0·03, 0·01, P < 0·01 and 0·16, 0·046, P < 0·001, respectively). Almost all associations with the emergent literacy skills were significant (β = −0·02 to 0·47).Conclusions:The study suggests that children raised in an environment where both cognitive and motor skills are enhanced can have better chances of increasing FL and success at school. Thus, the need for monitoring FL and its predictors since early age is highlighted.

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Section: Discussionmentioning

confidence: 99%

Food literacy predictors and associations with physical and emergent literacy in pre-schoolers: results from the Training-to-Health Project

Tabacchi

Battaglia

Alesi

et al. 2019

Public Health Nutr.

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“…Reading these review papers helped us generate more specific search terms to capture the breadth of PYD programs. Google Scholar yielded 5 relevant literature reviews . These literature reviews indicate that most PYD programming in schools fall into 3 basic approaches: classroom lessons, leadership development, and mentorship models.…”

Section: Literature Reviewmentioning

confidence: 99%

School‐Based Positive Youth Development: A Systematic Review of the Literature

Curran

Wexler

2016

Journal of School Health

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Evaluations indicate that programs increase intrapsychic measures of well-being in youth as well as social confidence and healthy behaviors. However, it is important to not only include "at-risk" persons in programming, because a mixed group of young people encourages a more positive peer-to-peer climate. In addition, peer mentorship activities should be actively facilitated by an adult supervisor to ensure positive communication and trust between the mentor and mentee.

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“…With the increasing need for theory-based intervention programs that target behavior changes [ 20 ], a valid and useful measurement tool is needed to assess the impact of SCT-based nutrition interventions on the main constructs of the theory, particularly self-efficacy. Contento et al conducted a review of instruments for nutrition education programs, suggesting that the measurement tools should reflect the study design, intervention, and objectives while still having substantial validity and reliability [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

Development and validation of a social cognitive theory-based survey for elementary nutrition education program

Hall

Chai

Koszewski

et al. 2015

Int J Behav Nutr Phys Act

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BackgroundThe Social Cognitive Theory (SCT) is a widely used model for developing elementary nutrition education programs; however, few instruments are available to assess the impact of such programs on the main constructs of the SCT. The purposes of this study were: 1) to develop and validate a SCT-based survey instrument that focuses on knowledge, behavior, and self-efficacy for fifth grade students; 2) to assess the relationships between knowledge, behavior, and self-efficacy; and 3) to assess knowledge, behavior, and self-efficacy for healthy eating among the fifth grade students.MethodsA 40-item instrument was developed and validated using content validity and tested among 98 fifth grade students for internal consistency reliability. Relationships between knowledge, behavior, and self-efficacy were assessed using Pearson Correlation Coefficients. Differences in behavior and knowledge scores between children with high and low self-efficacy were examined using t-test.ResultsCronbach’s alphas for self-efficacy (0.70) and behavior (0.71) subscales of the survey were acceptable, although lower for knowledge (0.56). Summary scores for self-efficacy and behaviors were positively correlated (r = 0.40, P = 0.0001); however, summary knowledge scores were not associated with self-efficacy (r = 0.02, P = 0.88) or behavior scores (r = 0.14, P = 0.23). Participants with high self-efficacy also had significantly higher scores on consuming fruits (P = 0.0009) and dairy products (P = 0.009), eating breakfast (P = 0.008), helping plan family meals (P = 0.0006) and total behaviors for healthy-eating (P = 0.001) compared to those with low self-efficacy. In addition, approximately two thirds of the fifth grade students reported that they did not eat any fruits or vegetables or ate them only once on a typical day.ConclusionsThe developed instrument is a reliable and useful tool to assess SCT-based elementary nutrition education programs, particularly for self-efficacy and behavior. Our results also indicated that strategic interventions are necessary to improve dietary behaviors regarding fruit and vegetable consumptions among elementary school students.

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Psychosocial Measures Used to Assess the Effectiveness of School-based Nutrition Education Programs: Review and Analysis of Self-report Instruments for Children 8 to 12 Years Old

Cited by 12 publications

References 30 publications

Food literacy predictors and associations with physical and emergent literacy in pre-schoolers: results from the Training-to-Health Project

Food literacy predictors and associations with physical and emergent literacy in pre-schoolers: results from the Training-to-Health Project

School‐Based Positive Youth Development: A Systematic Review of the Literature

Development and validation of a social cognitive theory-based survey for elementary nutrition education program

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