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ERIC Number: EJ1013495
Record Type: Journal
Publication Date: 2012-Jan
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0022-4391
EISSN: N/A
Nutrition Education Intervention Improves Vegetable-Related Attitude, Self-Efficacy, Preference, and Knowledge of Fourth-Grade Students
Wall, Denise E.; Least, Christine; Gromis, Judy; Lohse, Barbara
Journal of School Health, v82 n1 p37-43 Jan 2012
Background: Impact of a classroom-based, standardized intervention to address limited vegetable consumption of fourth graders was assessed. Methods: A 4-lesson, vegetable-focused intervention, revised from extant materials was repurposed for Pennsylvania fourth graders with lessons aligned with state academic standards. A reliability-tested survey was modified, then examined for face and content validity and test-retest reliability. Lessons and evaluation materials were modified through an iterative testing process with educator feedback. A nonequivalent control group design was stratified by local Supplemental Nutrition Assistance Program Education (SNAP-Ed) partnering organizations with random assignment of participating elementary schools as control (N = 68) or intervention (N = 72) treatments. Independent t-tests compared control and intervention group changes. A mixed effects model was created to account for classroom effects from the nested sampling method of selecting classrooms within SNAP-Ed partnering organizations. General linear model univariate analyses of variance were conducted to assess intervention effects considering gender, and food preparation/cooking experience. Results: During a 3- to 5-week time frame, 57 intervention classrooms (N = 1047 students) and 51 control classrooms (N = 890) completed pre- and post-testing. Intervention students improved in vegetable-related attitude, self-efficacy, preference, and knowledge scores (p less than 0.001). For example, intervention vegetable preference increased 1.56 plus or minus 5.80 points; control group mean increase was only 0.08 plus or minus 4.82 points. Group differences in score changes were not affected by gender or interactions between gender and food preparation/cooking experience with family. Conclusions: A defined intervention delivered in a SNAP-Ed setting can positively impact mediators associated with vegetable intake for fourth-grade students. (Contains 4 tables and 1 figure.)
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: Grade 4; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A