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首页> 外文OA文献 >Relationships between Nutrition-Related Knowledge, Self-Efficacy, and Behavior for Fifth Grade Students Attending Title I and Non-Title I Schools
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Relationships between Nutrition-Related Knowledge, Self-Efficacy, and Behavior for Fifth Grade Students Attending Title I and Non-Title I Schools

机译：参加第一级和非第一级学校的五年级学生的营养相关知识，自我效能和行为之间的关系

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The Social Cognitive Theory (SCT) is a widely used theory for nutrition education programming. Better understanding the relationships between knowledge, self-efficacy, and behavior among children of various income levels can help to form and improve nutrition programs, particularly for socioeconomically disadvantaged youth. The purpose of this study was to determine the relationships between knowledge, self-efficacy, and behavior among fifth grade students attending Title I (≥ 40% of students receiving free or reduced school meals) and non-Title I schools (\u3c 40% of students receiving free or reduced school meals). A validated survey was completed by 55 fifth grade students from Title I and 122 from non-Title I schools. Differences in knowledge, self-efficacy, and behavior scores between groups were assessed using t test and adjusted for variations between participating schools. Regression analysis was used to determine the relationships between knowledge, self-efficacy, and behavior. In adjusted models, the Title I group had significantly lower scores on several knowledge items and summary knowledge (P = 0.04). The Title I group had significantly lower scores on several behavior variables including intakes of fruits (P = 0.02), vegetables (P = 0.0005), whole grains (P = 0.0003), and lean protein (P = 0.047), physical activity (P = 0.002) and summary behavior (P = 0.001). However the Title I group scored higher on self-efficacy for meal planning (P = 0.04) and choosing healthy snacks (P = 0.036). Both self-efficacy (β = 0.70, P \u3c 0.0001) and knowledge (β = 0.35, P = 0.002) strongly predicted behavior; however, only self-efficacy remained significant in the Title I group (self-efficacy, β = 0.82, P = 0.0003; knowledge, β = 0.11, P = 0.59). Results demonstrate disparities in nutrition knowledge and behavior outcomes between students surveyed from Title I and non-Title I schools, suggesting more resources may be necessary for lower income populations. Findings suggest that future nutrition interventions should focus on facilitating the improvement of children\u27s self-efficacy
机译：社会认知理论（SCT）是营养教育计划中广泛使用的理论。更好地了解不同收入水平的儿童之间的知识，自我效能和行为之间的关系可以帮助形成和改善营养计划，特别是对于社会经济处于不利地位的青年。这项研究的目的是确定就读标题I的五年级学生（≥40％接受免费或减餐的学生）和非标题I的学校（\ u3c 40％）的知识，自我效能和行为之间的关系。接受免费或减餐的学生人数）。来自标题I的55名五年级学生和来自非标题I的122名五年级学生完成了一项经过验证的调查。使用t检验评估组之间知识，自我效能和行为得分的差异，并根据参与学校之间的差异进行调整。回归分析用于确定知识，自我效能和行为之间的关系。在调整后的模型中，Title I组在几个知识项目和摘要知识上的得分明显较低（P = 0.04）。标题I组在几种行为变量上的得分明显较低，包括水果的摄入量（P = 0.02），蔬菜的摄入量（P = 0.0005），全谷物（P = 0.0003）和瘦肉蛋白（P = 0.047），身体活动（P = 0.002）和简要行为（P = 0.001）。然而，Title I组在饮食计划和选择健康零食（P = 0.036）的自我效能方面得分较高（P = 0.04）。自我效能感（β= 0.70，P = 0.0001）和知识（β= 0.35，P = 0.002）都强烈预测了行为。但是，在标题I组中只有自我效能感显着（自我效能感，β= 0.82，P = 0.0003；知识，β= 0.11，P = 0.59）。结果表明，从第一类学校和非第一类学校接受调查的学生之间在营养知识和行为结果方面存在差异，这表明低收入人群可能需要更多的资源。研究结果表明，未来的营养干预措施应侧重于促进儿童自我效能的提高

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