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ERIC Number: EJ1089668
Record Type: Journal
Publication Date: 2016-Mar
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4391
Barriers, Benefits, and Behaviors Related to Breakfast Consumption among Rural Adolescents
Hearst, Mary O.; Shanafelt, Amy; Wang, Qi; Leduc, Robert; Nanney, Marilyn S.
Journal of School Health, v86 n3 p187-194 Mar 2016
Background: We sought to determine if perceived barriers, benefits, and modifiable behaviors support or interfere with breakfast consumption in a racially and economically diverse rural high school population. Methods: The participants were 832 Minnesota adolescents from 16 rural high schools. We used baseline data from a group randomized trial aimed at increasing school breakfast participation through policy and environmental-level school changes. Students completed an online survey asking about demographics, breakfast eating behaviors, and the barriers and benefits of eating as it relates to school performance. Bivariate and multivariate logistic regression, accounting for clustering by school, was performed using SAS. Each scale was modeled independently. Results: Participants were 9th and 10th grade students, 36% free/reduced-price lunch (FRL), 30% non-White, and 55% female. Breakfast skippers compared to nonbreakfast skippers reported fewer school related benefits and beliefs and more barriers to eating breakfast (p?<?0.01). Adjusted models revealed students reported more positive beliefs (OR?=?0.78, 95% CI?=?0.73-0.83), more benefits (OR?=?0.95, 95% CI?=?0.93-0.97) and fewer barriers (OR?=?0.85, 95% CI?=?0.82-0.87) and were less likely to skip breakfast. Conclusions: Future intervention research should focus on alleviating barriers and enhancing education around the school related benefits of eating breakfast.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools; Grade 10
Audience: N/A
Language: English
Sponsor: National Heart, Lung, and Blood Institute (DHHS/NIH)
Authoring Institution: N/A
Grant or Contract Numbers: 5R01HL11323503