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ERIC Number: EJ1028144
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-4391
Perceptions of Tap Water and School Water Fountains and Association with Intake of Plain Water and Sugar-Sweetened Beverages
Onufrak, Stephen J.; Park, Sohyun; Sharkey, Joseph R.; Merlo, Caitlin; Dean, Wesley R.; Sherry, Bettylou
Journal of School Health, v84 n3 p195-204 Mar 2014
Background: Little is known regarding youth perceptions of tap water and school water fountains and how these relate to water and sugar-sweetened beverage (SSB) intake. Methods: We used national 2010 YouthStyles data to assess perceptions of tap water and school water fountains and associations with water and SSB intake. Results: Nearly 1 in 5 participants disagreed their tap water was safe and nearly 2 in 5 disagreed school water fountains were clean and safe. Perceived tap water risk was more prevalent among non-Hispanic (NH) Blacks (26.4%) and Hispanics (28.3%) compared with NH Whites (14.7%, p?<0.001) and more prevalent among lower-income youth. Negative water fountain perceptions were more common among high school-aged youth. Perceived tap water risk was not associated with SSB intake (odds ratio [OR]?=?1.0, 95% confidence interval [CI]: 0.6, 1.5) or water intake (OR?=?1.4, 95% CI: 0.9, 2.1). Negative water fountain perceptions were associated with SSB intake only among Hispanics (race/ethnicity interaction p?<?0.001; OR?=?2.9, 95% CI: 1.3, 6.6) but were not associated with water intake. Conclusion: Negative perceptions of tap water and water fountains among youth are common and should be considered in efforts to provide water in schools.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A