Nutritional Education of Secondary Education Students and Diet Quality

Diet Quality ◽  
2013 ◽  
pp. 207-218
Author(s):  
María Isabel Martinez-Martinez ◽  
Jose Martinez-Raga
Keyword(s):  
Secondary Education ◽  
Diet Quality ◽  
Education Students ◽  
Nutritional Education

scholarly journals Comparison of The Sleep Status and Nutrition Habits of the Students in The First and Second Education of Trakya University Faculty of Economics and Administrative Sciences

2019 ◽  
Vol 8 (2) ◽  
pp. 78-83
Author(s):  
Sedef Duran ◽  
Ezgi Durmuşçelebi ◽  
Merve Yalçın ◽  
Gülşah Karmil ◽  
Asja Radonciq
Keyword(s):  
Secondary Education ◽  
Mediterranean Diet ◽  
Food Consumption ◽  
Diet Quality ◽  
Quality Index ◽  
Dietary Quality ◽  
Sleep Patterns ◽  
Education Students ◽  
Diet Quality Index ◽  
The University

Aim: Sleep duration and quality affect the food consumption and weight gain; also food consumption affects the sleep. It was found that the university students have very serious problems in terms of nutrition and sleep patterns. The aim of this study is to investigate the sleep status and eating habits of the students in the first and secondary education of university. Methods: This cross-sectional study was carried out with 130 students from first and 108 students from secondary education of the university. Height, weight, waist and hip measurements of each participant were taken. Demographic characteristics, habits, dietary behaviors and sleep patterns of the participants were evaluated. Results: It was determined that the students in the secondary education had a significantly higher rate of eating more at nights and skipped meals during the day. When all the participants were considered, there was a opposite and weak opposite correlation in the between the Pittsburgh Sleep Quality Index and Mediterranean Diet Quality Index scores. According to the Mediterranean Diet Quality Index, the ratio of those with very low dietary quality was 51.5% for the students in the first education and 61.1% for the students in the second education. Conclusion: It was found that, secondary education students eat more at night than first education students; they skip meals during the day and had a very low diet quality according to Mediterranean Diet Quality Index. In order to prevent these problems, regular sleep and nutrition training should be given to the students of secondary education.

scholarly journals Innovating in Nutrition Education: Application of Gamification and Digital Resources in High School Students (Innovando en educación nutricional: Aplicación de la gamificación y recursos digitales en estudiantes de secundaria)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 438-446
Author(s):  
Antonio-José Moreno-Guerrero ◽  
María-Elena Parra-González ◽  
Jesús López-Belmonte ◽  
Adrián Segura Robles
Keyword(s):  
High School Students ◽  
Secondary Education ◽  
Nutrition Education ◽  
Teaching Method ◽  
Education Students ◽  
Nutritional Education ◽  
Training Experience ◽  
School Students ◽  
Training Plan ◽  
Quasi Experimental

  Teachers have to use technology and active methodologies as fundamental tools for teaching basic nutrition issues. The objective of this research was to analyze the potential of a training plan on nutritional education carried out using both educational technology and a gamified methodology. For this, a quasi-experimental design was used in a sample of 237 Spanish students of the third level of Secondary Education. After the training experience on teaching was carried out, data were collected with a questionnaire. The results showed that the teaching of nutritional education through gamification fosters motivation, the relationship among students, autonomy, time perception during classes, and the improvement of marks. It can be concluded that gamification is an effective teaching method for nutritional education for Compulsory Secondary Education students.  Resumen. Los docentes deben utilizar la tecnología y las metodologías activas como herramientas fundamentales para la enseñanza de temas básicos de nutrición. El objetivo de esta investigación fue analizar el potencial de un plan de formación en educación nutricional realizado tanto con tecnología educativa como con una metodología gamificada. Para ello, se utilizó un diseño cuasi-experimental en una muestra de 237 alumnos españoles de tercer nivel de Educación Secundaria. Una vez realizada la experiencia formativa en docencia, se recogieron datos con un cuestionario. Los resultados mostraron que la enseñanza de la educación nutricional a través de la gamificación fomenta la motivación, la relación entre los estudiantes, la autonomía, la percepción del tiempo durante las clases y la mejora de las notas. Se puede concluir que la gamificación es un método de enseñanza eficaz para la educación nutricional de los estudiantes de Educación Secundaria Obligatoria.

scholarly journals Differences between psychological aspects in Primary Education and Secondary Education. Motivation, Basic Psychological Needs, Responsibility, Classroom Climate, Prosocial and Antisocial behaviors and Violence | Diferencias entre aspectos psicológicos en Educación Primaria y Educación Secundaria. Motivación, Necesidades psicológicas básicas, Responsabilidad, Clima de aula, Conductas antisociales y Violencia

2021 ◽  
Vol 14 (28) ◽  
pp. 9-18
Author(s):  
David Manzano Sánchez
Keyword(s):  
Secondary Education ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Primary Group ◽  
Antisocial Behaviors ◽  
Education Students ◽  
Secondary Stage ◽  
The Face ◽  
Educación Primaria

El objetivo del presente trabajo fue comprobar las diferencias existentes entre el alumnado de Educación Primaria y Educación Secundaria en la motivación, las necesidades psicológicas básicas, la responsabilidad, el clima de aula, las conductas prosociales y antisociales y la violencia. Para ello, se contó con una muestra de 397 alumnos a los cuales se administró una serie de cuestionarios validados con el fin de comparar los resultados contando con tres centros de características sociodemográficas similares. La edad media de los participantes fue de 11.24 años (DE = 1.74) siendo 288 alumnos de Primaria y 109 de Secundaria. Los resultados obtenidos mostraron diferencias estadísticamente significativas (p < .01) en la motivación más autodeterminada, la satisfacción de las necesidades psicológicas básicas, el clima de aula y la responsabilidad a favor del grupo de Primaria, encontrando valores superiores (p < .01) en la violencia y las conductas antisociales en el grupo de Secundaria. Se concluye que la etapa de Primaria, supone un punto de inflexión de cara a los diferentes comportamientos que se desarrollan en Secundaria, por lo que es necesario incentivar programas e iniciativas que sirvan para mantener estos aspectos y que no se reduzcan en la etapa de Secundaria.AbstractThe purpose of this study was to verify the differences between Primary and Secondary Education students in motivation, basic psychological needs, responsibility, classroom climate, prosocial and antisocial behaviors, and violence. To do this, a sample of 397 students were administered to whom a series of validated clients was administered in order to compare the results with three centers with similar sociodemographic characteristics. The average age of the participants was 11.24 years (SD = 1.74), with 288 Primary students and 109 Secondary or basic FP. The results obtained statistically significant differences (p < .01) in the most self-determined motivation, the satisfaction of basic psychological needs, classroom climate, and responsibility in favor of the Primary group, finding higher values (p < .01) in Violence and antisocial behaviors in the high school group. It is concluded that the primary stage is a turning point in the face of the different behaviors that develop in secondary school, so it is necessary to encourage programs and initiatives that serve to maintain these aspects and that are not reduced in the secondary stage.

scholarly journals Contextual Profiles and their Relation to Dispositional Variables in Secondary Education Students’ Learning

2015 ◽  
Vol 28 ◽  
pp. 29-50
Author(s):  
José A. Cecchini Estrada ◽  
Antonio Méndez-Giménez ◽  
Javier Fernández-Río
Keyword(s):  
Secondary Education ◽  
Education Students

scholarly journals Hábitos lectores de los adolescentes en un ecosistema llamado escuela: factores determinantes en estudiantes de educación secundaria

2020 ◽  
pp. 1-34
Author(s):  
Manuel Francisco Romero Oliva ◽  
Alba Ambrós Pallarés ◽  
Fernando Trujillo Sáez
Keyword(s):  
Secondary Education ◽  
Design Research ◽  
Ministry Of Education ◽  
Education Students ◽  
Reading Habits ◽  
Complex Issue ◽  
Determining Factors ◽  
Research Plan ◽  
Education Culture ◽  
The University

This work is part of the project “Determining factors in the reading habits of Secondary Education students. A study from the variables of the educational context” (PR2017040), financed by the Own Research Plan of the University of Cadiz. The main objective of the study is focused on analyzing those determining factors that affect the formation of new readers in the school in a global and integrating way. Taking as a reference the idea of the ecosystem or ecological environment of Bronfenbrenner (2001), an analogy is made with the educational system and the agents that intervene in the reading habits of adolescents in their educational stage of Compulsory Secondary Education (ESO). These approaches were used to review a Questionnaire on Reading Habits, which the Ministry of Education, Culture and Sport presented in an ambitious Plan to Promote Reading in 2001 and to adapt it to the needs of the PR2017040 Project. The conclusions illustrate that this complex issue of reading habits cannot be studied with a questionnaire as the only research instrument, since it is necessary to give voice to the different agents that participate in the process and, therefore, agree with Molina et al. (2011) in proposing the design research model to understand and improve the educational reality through the consideration of natural contexts in all their complexity.

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