Psychosocial predictors of fruit and vegetable consumption among elementary school children

Domel, S B; Thompson, William O.; Davis, Harry; Baranowski, Tom; Leonard, Sandra; Baranowski, Janice

doi:10.1093/her/11.3.299

Cited by 169 publications

(137 citation statements)

References 25 publications

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“…This finding is consistent with past research showing that children are more likely to prefer and consume fruit than vegetables. [36][37][38] Consistent with previous research, social norms for FV were related to consumption. 21,22,39 The perceived social norms for FV at school could possibly influence FV consumption from the NSLP and snack bar.…”

Section: Discussionsupporting

confidence: 83%

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Self-efficacy and Norm Measures for Lunch Fruit and Vegetable Consumption are Reliable and Valid Among Fifth Grade Students

Thompson

Bachman

Baranowski

et al. 2007

Journal of Nutrition Education and Behavior

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Objective-To determine the reliability and validity of a questionnaire measuring fruit and vegetable (FV) self-efficacy and social norms during school lunch among 5th graders.Design-In this cross-sectional study, students completed lunch food records and a psychosocial questionnaire measuring school lunch FV self-efficacy and social norms regarding consumption during the fall and spring semesters. Test-retest reliability was assessed between fall and spring semesters. The measurement model was cross-validated in the spring data. Setting-One middle school in Houston, Texas.Participants-275 fifth graders in the 1998 fall semester and 262 of these fifth graders in the 1999 spring semester. Main Outcome Measures-FV consumption and psychosocial variables.Analyses-Principal components analyses, confirmatory factor analyses and bivariate correlations.Results-Three scales were identified: Fruit Self-Efficacy, Vegetable Self-Efficacy, and FV Social Norms. FV self-efficacy were positively correlated with low-fat vegetable and fruit consumption. Social norms were positively correlated with total vegetable, low-fat vegetable, fruit and total FV consumption.Conclusions and Implications-Self-efficacy and norms for eating FV at school lunch are related to lunch FV consumption. Increasing self-efficacy and social norms about consuming FV at school appears to be important targets to improve FV consumption.

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Section: Discussionsupporting

confidence: 83%

“…With the range of correlation coefficients from 0.13 to 0.22, other studies have documented significant, yet weak relationships between FV selfefficacy and consumption. 19,36,38 Strategies to increase general FV self-efficacy should be investigated. As noted in Table 1, students reported higher self-efficacy for fruit than for vegetables.…”

Section: Discussionmentioning

confidence: 99%

Self-efficacy and Norm Measures for Lunch Fruit and Vegetable Consumption are Reliable and Valid Among Fifth Grade Students

Thompson

Bachman

Baranowski

et al. 2007

Journal of Nutrition Education and Behavior

View full text Add to dashboard Cite

show abstract

“…The simple strategy of teaching these recommendations in elementary schools may be important to make daily intake more likely. Liking and preferences were also related to likelihood of daily intake of both fruit and vegetables, and such taste preferences have repeatedly been shown to be a good predictor of food choices (Domel et al, 1996;Resnicow et al, 1997;Lien et al, 2002;Neumark-Sztainer et al, 2003;Bere and Klepp, 2004). Repeated exposure to many different kinds of fruit and vegetables at early age might be a good strategy to improve liking (Wardle et al, 2003;Patrick and Nicklas, 2005).…”

Section: Discussionmentioning

confidence: 97%

“…Children who were confident that they can eat fruit or vegetables daily were one and a half time more likely to eat vegetables daily and more than two times more likely to eat fruit daily. The literature is inconsistent about the relationship between selfefficacy and fruit and vegetable intake (Domel et al, 1996;Resnicow et al, 1997;Reynolds et al, 1999;Lien et al, 2002;Young et al, 2004), probably owing to different possible operationalizations of the self-efficacy construct. Barriers were less consistently associated with daily intakes than general self-efficacy in the present study.…”

Section: Discussionmentioning

confidence: 99%

Personal, social and environmental predictors of daily fruit and vegetable intake in 11-year-old children in nine European countries

et al. 2007

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Objective: To investigate potential personal, social and physical environmental predictors of daily fruit intake and daily vegetable intake in 11-year-old boys and girls in nine European countries. Subjects: The total sample size was 13 305 (90.4% participation rate). Results: Overall, 43.2% of the children reported to eat fruit every day, 46.1% reported to eat vegetables every day. Daily fruit intake and daily vegetable intake was mainly associated with knowledge of the national recommendations, positive self-efficacy, positive liking and preference, parental modeling and demand and bringing fruit to school (odds ratio between 1.40 and 2.42, Po0.02). These factors were associated fairly consistently with daily fruit intake across all nine European countries, implying that a rather uniform intervention strategy to promote fruit can be used across Europe. For vegetables, the pattern was, however, less consistent. Differences between countries in cooking and preparing vegetables might be responsible for this larger diversity. Conclusions: This study showed that especially a combination of personal and social factors is related to daily fruit and vegetable intake in schoolchildren. This shows that a comprehensive multilevel intervention strategy based upon a series of individual and social correlates will be most promising in the promotion of daily fruit and vegetable intake in children.

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“…As knowledge, accessibility (9) and preferences (10)(11)(12) are important predictors of dietary intake among schoolchildren, interventions should target these potential mediators to maximise the likelihood of success (12,13) . School gardens have emerged as an innovative and potentially engaging strategy to improve vegetable intake among children as they increase students' exposure to vegetables, which may positively impact on attitudes, preferences and eating behaviours (5) .…”

mentioning

confidence: 99%

The impact of nutrition education with and without a school garden on knowledge, vegetable intake and preferences and quality of school life among primary-school students

Morgan

Warren

Lubans

et al. 2010

Public Health Nutr.

178

229

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Objective: To investigate the impact of school garden-enhanced nutrition education (NE) on children's fruit and vegetable consumption, vegetable preferences, fruit and vegetable knowledge and quality of school life. Design: Quasi-experimental 10-week intervention with nutrition education and garden (NE&G), NE only and control groups. Fruit and vegetable knowledge, vegetable preferences (willingness to taste and taste ratings), fruit and vegetable consumption (24 h recall 3 2) and quality of school life (QoSL) were measured at baseline and 4-month follow-up. Setting: Two primary schools in the Hunter Region, New South Wales, Australia. Subjects: A total of 127 students in Grades 5 and 6 (11-12 years old; 54 % boys). Results: Relative to controls, significant between-group differences were found for NE&G and NE students for overall willingness to taste vegetables (P , 0?001) and overall taste ratings of vegetables (P , 0?001). A treatment effect was found for the NE&G group for: ability to identify vegetables (P , 0?001); willingness to taste capsicum (P 5 0?04), broccoli (P 5 0?01), tomato (P , 0?001) and pea (P 5 0?02); and student preference to eat broccoli (P , 0?001) and pea (P , 0?001) as a snack. No group-by-time differences were found for vegetable intake (P 5 0?22), fruit intake (P 5 0?23) or QoSL (P 5 0?98). Conclusions: School gardens can impact positively on primary-school students' willingness to taste vegetables and their vegetable taste ratings, but given the complexity of dietary behaviour change, more comprehensive strategies are required to increase vegetable intake.

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Psychosocial predictors of fruit and vegetable consumption among elementary school children

Cited by 169 publications

References 25 publications

Self-efficacy and Norm Measures for Lunch Fruit and Vegetable Consumption are Reliable and Valid Among Fifth Grade Students

Self-efficacy and Norm Measures for Lunch Fruit and Vegetable Consumption are Reliable and Valid Among Fifth Grade Students

Personal, social and environmental predictors of daily fruit and vegetable intake in 11-year-old children in nine European countries

The impact of nutrition education with and without a school garden on knowledge, vegetable intake and preferences and quality of school life among primary-school students

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