NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ825694
Record Type: Journal
Publication Date: 2009
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1499-4046
Understanding Adherence to 5 Servings of Fruits and Vegetables per Day: A Theory of Planned Behavior Perspective
Blanchard, Chris M.; Fisher, Janet; Sparling, Phillip B.; Shanks, Tiffany Hunt; Nehl, Eric; Rhodes, Ryan E.; Courneya, Kerry S.; Baker, Frank
Journal of Nutrition Education and Behavior, v41 n1 p3-10 Jan-Feb 2009
Objective: The primary purpose of the present study was to examine the utility of the Theory of Planned Behavior (TPB) in explaining the 5-A-Day intentions and behavior of college students. A secondary purpose was to determine whether any of the TPB relationships were moderated by gender or ethnicity. Design: A prospective design that asked college students to complete a baseline TPB 5-A-Day questionnaire and a fruit and vegetable consumption measure 1 week later. Setting: Undergraduate fitness and health classes at 2 universities in the southern United States. Participants: 511 college students with a mean age of 19.8 years (standard deviation = 2.71). Main Outcome Measures: TPB variables and fruit and vegetable consumption. Analyses: Path analyses and invariance (ie, to examine ethnic and gender moderated) analyses. Results: Affective attitude (beta = .16, P < .05) and perceived behavioral control (beta = .59, P less than .05) were significant predictors of intention, which in turn was a significant predictor of behavior (beta = .32, P less than .05). Follow-up invariance analyses showed that none of the TPB relationships was moderated by gender or ethnicity. Conclusions and Implications: The TPB may be a useful framework on which to base a 5-A-Day intervention for male and female college students of different ethnic backgrounds. (Contains 3 figures and 1 table.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A