Influences of Constructivist-Oriented Nutrition Education on Urban Middle School Students' Nutrition Knowledge, Self-Efficacy, and Behaviors

Autor/inn/en	McCaughtry, Nate; Fahlman, Mariane; Martin, Jeffrey J.; Shen, Bo
Titel	Influences of Constructivist-Oriented Nutrition Education on Urban Middle School Students' Nutrition Knowledge, Self-Efficacy, and Behaviors
Quelle	In: American Journal of Health Education, 42 (2011) 5, S.276-285 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
Schlagwörter	Middle School Students; Constructivism (Learning); Control Groups; Research Design; Obesity; Middle Schools; Intervention; Health Education; Elementary Secondary Education; Self Efficacy; Nutrition Instruction; Urban Schools; Behavior Change; Food; Eating Habits + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Forschungsdesign; Adipositas; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Self-efficacy; Selbstwirksamkeit; Nutrition education; Ernährungserziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lebensmittel; Ernährungsgewohnheit; Essgewohnheit
Abstract	Background: Health professionals are looking to nutrition-based youth health interventions in K-12 schools to combat the growing obesity crisis; however, none have explored the influences of interventions guided by constructivist learning theory. Purpose: This study examined the influences of a constructivist-oriented nutrition education program on urban middle school students' nutrition knowledge, self-efficacy and behaviors. Methods: A quasi experimental design examined changes in middle schools students' (N = 1,476) nutrition knowledge, self-efficacy and behaviors, relative to a control group (N = 656), in response to a 6-lesson nutrition education intervention. Results: For dietary knowledge and self-efficacy, there were significant group and time main effects and group x time interactions. In addition, there were significant group and time main effects and a group x time interaction for the dietary behaviors related to consuming fruits, vegetables, meats and "other" food groups, but not dairy or grains. Discussion: The constructivist-oriented professional development, curriculum and instruction yielded significant changes in middle schools students' nutrition knowledge, self-efficacy and behaviors. Translation to Health Education Practice: Given the efficacy of the intervention curriculum and instruction, K-12 teachers are encouraged to implement similar high quality, theoretically grounded efforts. However, recommendations are made that additional focus be given to key items that proved resistant to change. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10