Eating Competence: Nutrition Education with the Satter Eating Competence Model

2007 ◽  
Vol 39 (5) ◽  
pp. S189-S194 ◽  
Author(s):  
Ellyn Satter
Keyword(s):  
Nutrition Education ◽  
Competence Model ◽  
Eating Competence

scholarly journals Consider BMI Change When Evaluating Nutrition Intervention Impact on Eating Competence: Findings from an Intervention with Eating Competence Constructs for Adults

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1326-1326
Author(s):  
Barbara Lohse ◽  
Leslie Cunningham-Sabo
Keyword(s):  
Physical Activity ◽  
Nutrition Education ◽  
Repeated Measures ◽  
Online Survey ◽  
Physical Activity Intervention ◽  
Pearson Correlation ◽  
Nutrition Intervention ◽  
Linear Modeling ◽  
Post Intervention ◽  
Eating Competence

Abstract Objectives Examine change in adult eating competence (EC) over a 12 month period following participation in a controlled 7-month nutrition education intervention with EC constructs. Methods Parents of 4th grade youth in a cluster randomized impact assessment of a 7 month school-based culinary and physical activity intervention were assigned to 1 of 4 incrementally complex treatments that included components congruent with EC tenets. An online survey included validated measures of EC (ecSI 2.0TM), physical activity, stress, diet quality, healthful modeling, self-efficacy (SE) to offer fruits and vegetables to youth, and self-reported height/weight. EC was defined as ecSI 2.0TM ≥32. Measures were completed at baseline (BL), post-intervention (FU) and 5 months later (FU2). SPSS 24.0 analyses included repeated measures general linear modeling, means testing, chi square, Pearson correlation. Results Mean age of the mostly female (86%) sample (n = 418) was 39.1 ± 6.0 y; at FU2 126 were intervention and 96 control parents. BL analyses supported EC tenets with greater ecSI 2.0TM scores associated with less stress, lower BMI, less overweight/obesity, greater physical activity, greater SE and modeling behaviors (all P < 0.01). These relationships persisted at FU (n = 220) and FU2 (n = 221) for BMI, SE, modeling, and stress measures (all P < 0.01) and physical activity (P = 0.001 FU and 0.09 FU2). EC was denoted for 53% and 57% at BL and FU2 respectively. BL to FU2 ecSI 2.0TM change was not significant when controlling for changes in stress or physical activity. However, compared to those with increased FU2 BMI, ecSI 2.0TM tended (P = 0.06) to increase when BMI was decreased or unchanged, even when controlling for BL BMI. BL to FU2 ecSI 2.0 change was inversely related to BMI change (P = 0.01). ecSI 2.0TM tended to decrease for control, but increase for intervention parents (P = 0.07; –0.34 vs. 1.05), but not when controlling for BMI change. Conclusions An intervention with attention to EC congruent tenets showed modest effect on ecSI 2.0TM suggesting that successful programs require attributes that directly align with EC, which may be uniquely different from traditional nutrition education. Accurate EC intervention assessment required consideration of BMI change. Funding Sources USDA, NIFA.

scholarly journals Eating Competence of Sexual Minority College Students

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1335-1335
Author(s):  
Sara Murphy ◽  
Jesse Morrell
Keyword(s):  
College Students ◽  
New England ◽  
Minority Students ◽  
Nutrition Education ◽  
Sexual Minority ◽  
Eating Attitudes ◽  
Online Questionnaire ◽  
Student Body ◽  
Cross Sectional ◽  
Eating Competence

Abstract Objectives To assess differences in eating competence between sexual minority and heterosexual college students, 18–24 years old, at a public, New England university. Methods Data were collected between 2015–18 from the College Health and Nutrition Assessment Survey, an ongoing, cross-sectional study. Participants (n = 1984) completed the Eating Competence Satter Inventory (ecSI 2.0™) and self-reported their sexual orientation as part of an online questionnaire. Possible ecSI scores range from 0–48, with eating competence defined as ≥32. Mean differences in ecSI scores between heterosexual (96.5%) and sexual minority (3.5% gay or lesbian, bisexual, or other) students were evaluated via ANCOVA, using gender, dining hall usage, and BMI as covariates. Results Heterosexual students tended to have a higher mean ecSI score vs. students who identify as a sexual minority (33.5 ± 0.2 vs. 31.5 ± 1.1, P = 0.06) and tended to be considered eating competent compared to sexual minority students (60% vs. 50%, P = 0.10). Mean subscale scores for Eating Attitudes (0–15) and Contextual Skills (0–12) were higher in heterosexual vs. sexual minority students (13.3 ± 0.09 vs. 12.2 ± 0.47, P < 0.02 and 10.7 ± 0.07 vs. 9.8 ± 0.40, P < 0.05 respectively). Conclusions In this sample of college students, eating competence tended to be lower among sexual minority students compared to heterosexual students. Further research from diverse campuses will help college educators and health professionals appropriately target nutrition education and support for a diverse student body. Funding Sources New Hampshire Agriculture Experiment Stations and the USDA National Institute of Food and Agriculture Hatch Project 1010,738.

scholarly journals Eating Competent Parents of 4th Grade Youth from a Predominantly Non-Hispanic White Sample Demonstrate More Healthful Eating Behaviors than Non-Eating Competent Parents

Nutrients ◽  
2019 ◽  
Vol 11 (7) ◽  
pp. 1501 ◽  
Author(s):  
Barbara Lohse ◽  
Melissa Pflugh Prescott ◽  
Leslie Cunningham-Sabo
Keyword(s):  
Nutrition Education ◽  
Online Survey ◽  
Eating Behaviors ◽  
Behavior Modeling ◽  
Linear Modeling ◽  
Predominantly Hispanic ◽  
Efficacy Outcome ◽  
Eating Competence ◽  
White Sample ◽  
Hispanic White

The purpose of this study was to determine if the associations between eating competence (EC) and eating behaviors that were found in a USA sample of predominantly Hispanic parents of 4th grade youth could be replicated in a USA sample of predominantly non-Hispanic white parents of 4th graders. Baseline responses from parents (n = 424; 94% white) of youth participating in a year-long educational intervention were collected using an online survey. Validated measures included the Satter Eating Competence Inventory (ecSI 2.0TM), in-home fruit/vegetable (FV) availability, healthful eating behavior modeling, and FV self-efficacy/outcome expectancies (SE/OE). Data were analyzed with general linear modeling and cluster analyses. The findings replicated those from the primarily Hispanic sample. Of the 408 completing all ecSI 2.0TM items, 86% were female, 65% had a 4-year degree or higher, and 53% were EC (ecSI 2.0TM score ≥ 32). Compared with non-EC parents, EC modeled more healthful eating, higher FV SE/OE, and more in-home FV availability. Behaviors clustered into those striving toward more healthful practices (strivers; n = 151) and those achieving them (thrivers; n = 255). Striver ecSI 2.0TM scores were lower than those of thrivers (29.6 ± 7.8 vs. 33.7 ± 7.6; p < 0.001). More EC parents demonstrated eating behaviors associated with childhood obesity prevention than non-EC parents, encouraging education that fosters parent EC, especially in tandem with youth nutrition education.

scholarly journals Eating Competence of Nutrition and Other Academic Majors Enrolled in an Undergraduate Introductory Nutrition Course (P16-008-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Jane DiNatale ◽  
Jesse Stabile Morrell
Keyword(s):  
Allied Health ◽  
Competence Model ◽  
Academic Majors ◽  
Online Questionnaire ◽  
Scoring Method ◽  
Chi Square ◽  
Food And Agriculture ◽  
Nutrition Course ◽  
Eating Competence ◽  
Mean Differences

Abstract Objectives Research suggests that nutrition majors tend to have higher rates of eating disordered behavior. The purpose of this study was to examine eating competence between nutrition and other academic majors enrolled in an undergraduate introductory nutrition course. Methods Data were collected between 2015–17 via an ongoing college health survey at a medium-sized, northeastern university (18–24 y, n = 1098; 68% female). Eating competence was determined via the Ellyn Satter Eating Competence Model ecSI 2.0 survey completed as part of an online questionnaire. ecSI items were scored based on the Ellyn Satter Eating Competence Model validated scoring method; total scores range from 0–48. Majors were identified as nutrition, allied health, and other academic majors. Proportional differences between majors were evaluated via chi-square analyses and mean differences were evaluated via ANCOVA with gender and self-reported weight loss goal as covariates. Results There were no differences between mean ecSI scores between nutrition majors, allied-health majors, or all other academic majors (34.4 ± 1.0 vs. 33.9 ± 0.5 vs. 33.0 ± 0.3, P = 0.25). Among all students, males were more eating competent than females (36.0 ± 0.4 vs. 32.0 ± 0.3 P < 0.05). Conclusions Our findings do not suggest eating competence differs between nutrition and other academic majors. Further research should examine additional factors that influence eating competence among college students. Funding Sources New Hampshire Agriculture Experiment Station and USDA National Institute of Food and Agriculture Hatch Project 1010738.

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