Impact of a school-based food garden on attitudes and identification skills regarding vegetables and fruit: a 12-month intervention trial

AbstractObjectiveTo determine changes in ability to identify specific vegetables and fruits, and attitudes towards vegetables and fruit, associated with the introduction of a school-based food garden.DesignA 12-month intervention trial using a historical control (controln132, interventionn120), class-based, self-administered questionnaires requiring one-word answers and 3-point Likert scale responses.SettingA state primary school (grades 4 to 7) in a low socio-economic area of Brisbane, Australia.InterventionThe introduction of a school-based food garden, including the funding of a teacher coordinator for 11 h/week to facilitate integration of garden activities into the curriculum.Main outcome measuresAbility to identify a series of vegetables and fruits, attitudes towards vegetables and fruit.AnalysisFrequency distributions for each item were generated andχ2analyses were used to determine statistical significance. Exploratory factor analysis was employed to detect major trends in data.ResultsThe intervention led to enhanced ability to identify individual vegetables and fruits, greater attention to origins of produce (garden-grown and fresh), changes to perceived consumption of vegetables and fruits, and enhanced confidence in preparing fruit and vegetable snacks, but decreased interest in trying new fruits.ConclusionsThe introduction of this school-based food garden was associated with skill and attitudinal changes conducive to enhancing vegetable and fruit consumption. The ways in which such changes might impact on dietary behaviours and intake require further analysis.

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Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000322 ◽

2018 ◽

Vol 34 (3) ◽

pp. 193-205 ◽

Cited By ~ 2

Author(s):

Julia Steinbach ◽

Heidrun Stoeger

Keyword(s):

Factor Analysis ◽

Primary School ◽

Factor Structure ◽

Concurrent Validity ◽

Binary Logistic Regression ◽

Affective Component ◽

Self Regulated Learning ◽

Regulated Learning ◽

Teachers Attitudes ◽

Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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A Case Study on the Interaction between Teachers and Students in Bilingual Teaching in Liangshan Primary School Based on Classroom Observation

Education Study ◽

10.35534/es.0203019 ◽

2020 ◽

Vol 2 (3) ◽

pp. 184-191

Author(s):

Qubi Erlian

Keyword(s):

Primary School ◽

Classroom Observation ◽

School Based ◽

Bilingual Teaching ◽

Teachers And Students

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Predictors of Anxiety-Induced Sleep Disturbance among in-School Adolescents in Ghana: Evidence from the 2012 Global School-Based Health Survey

Behavioral Sciences ◽

10.3390/bs11020020 ◽

2021 ◽

Vol 11 (2) ◽

pp. 20 ◽

Cited By ~ 1

Author(s):

Bright Opoku Ahinkorah ◽

Richard Gyan Aboagye ◽

Francis Arthur-Holmes ◽

Abdul-Aziz Seidu ◽

James Boadu Frimpong ◽

...

Keyword(s):

Logistic Regression ◽

Sleep Disturbance ◽

Emotional Disorders ◽

Health Survey ◽

Safety Concern ◽

Statistical Significance ◽

Outcome Variable ◽

Multivariable Logistic Regression Analysis ◽

School Based ◽

Multivariable Logistic Regression

(1) Background: Psychological problems of adolescents have become a global health and safety concern. Empirical evidence has shown that adolescents experience diverse mental health conditions (e.g., anxiety, depression, and emotional disorders). However, research on anxiety-induced sleep disturbance among in-school adolescents has received less attention, particularly in low- and middle-income countries. This study’s central focus was to examine factors associated with t anxiety-induced sleep disturbance among in-school adolescents in Ghana. (2) Methods: Analysis was performed using the 2012 Global School-based Health Survey (GSHS). A sample of 1342 in-school adolescents was included in the analysis. The outcome variable was anxiety-induced sleep disturbance reported during the past 12 months. Frequencies, percentages, chi-square, and multivariable logistic regression analyses were conducted. Results from the multivariable logistic regression analysis were presented as crude and adjusted odds ratios at 95% confidence intervals (CIs) and with a statistical significance declared at p < 0.05. (3) Results: Adolescents who went hungry were more likely to report anxiety-induced sleep disturbance compared to their counterparts who did not report hunger (aOR = 1.68, CI = 1.10, 2.57). The odds of anxiety-induced sleep disturbance were higher among adolescents who felt lonely compared to those that never felt lonely (aOR = 2.82, CI = 1.98, 4.01). Adolescents who had sustained injury were more likely to have anxiety-induced sleep disturbance (aOR = 1.49, CI = 1.03, 2.14) compared to those who had no injury. Compared to adolescents who never had suicidal ideations, those who reported experiencing suicidal ideations had higher odds of anxiety-induced sleep disturbance (aOR = 1.68, CI = 1.05, 2.71). (4) Conclusions: Anxiety-induced sleep disturbance among in-school adolescents were significantly influenced by the psychosocial determinants such as hunger, loneliness, injury, and suicidal ideation in this study. The findings can help design appropriate interventions through effective strategies (e.g., early school-based screening, cognitive-behavioral therapy, face-face counseling services) to reduce psychosocial problems among in-school adolescents in Ghana.

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Overweight/Obesity and Associated Factors Among Second Cycle Primary School Children in Kirkos Sub-City, Addis Ababa, Ethiopia

Global Advances in Health and Medicine ◽

10.1177/21649561211017883 ◽

2021 ◽

Vol 10 ◽

pp. 216495612110178

Author(s):

Kidus Fitsum ◽

Gudina Egata ◽

Melake Demena ◽

Berhe Gebremichael

Keyword(s):

Primary School ◽

School Children ◽

Low Income ◽

Private School ◽

Associated Factors ◽

Addis Ababa ◽

Statistical Significance ◽

Primary School Children ◽

Low Income Countries ◽

Public Health Issue

Background Although overweight/obesity is becoming a public health issue in low income countries, there is a paucity of evidence concerning overweight/obesity in Ethiopia. The aim of the study was to assess the magnitude of overweight/obesity and associated factors among second cycle primary school children in Kirkos Sub-City, Addis Ababa, Ethiopia. Methods A school based cross-sectional study was conducted among 482 children from May to June, 2019. Data were collected using a questionnaire and checklist. Data were entered using EpiData version 3.1 and exported into SPSS version 22.0. Bivariable and multivariable logistic regression analyses were done to identify factors associated with overweight/obesity. Level of statistical significance was declared at p ≤ 0.05. Results The overall magnitude of overweight/obesity was 21.2%. The magnitude of overweight was 13.7% while obesity was 7.5%. Vehicle availability, being from private school, not having friend(s), preferring sweet foods, eating breakfast irregularly, watching movies/Television while eating and physical inactivity were the factors significantly associated with overweight/obesity among second cycle primary school children. Conclusions The magnitude of overweight/obesity was high in the study area. Therefore, health and education sectors should promote healthy lifestyle to curb child overweight/obesity.

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Is Emotional Intelligence Correlated With Values Among Primary Schoolers?

SAGE Open ◽

10.1177/21582440211020747 ◽

2021 ◽

Vol 11 (2) ◽

pp. 215824402110207

Author(s):

Kerem Coskun ◽

Ozlem Ulu Kalin ◽

Arcan Aydemir

Keyword(s):

Factor Analysis ◽

Emotional Intelligence ◽

Regression Analysis ◽

Primary School ◽

School Children ◽

Pearson Correlation ◽

Relevant Literature ◽

Primary School Children ◽

Intelligence Scale ◽

Confirmatory Factor

The present study sought to develop a scale to measure the values adoption of primary school children and explore whether emotional intelligence of primary school children is associated with values which are taught through curricular activities. First, the Value Adoption Scale (VAS) was developed in Study 1 by conducting exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and correlation was examined in Study 2. Data were collected using the Ten Years Emotional Intelligence Scale (TYEIS) and the Value Scale consisting of eight items. Data were analyzed with Pearson correlation coefficient and regression analysis. Results of data analysis indicated that there was a moderate correlation between emotional intelligence and values, but regression analysis revealed that emotional intelligence had weak predictive power for values adoption. It was concluded that teaching values through curricular activities is not useful to foster emotional intelligence among primary school children. Results of the research are discussed and addressed along with the relevant literature.

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Design and Initial Validation of a Questionnaire on Prospective Teachers’ Perceptions of the Landscape

Education Sciences ◽

10.3390/educsci11030112 ◽

2021 ◽

Vol 11 (3) ◽

pp. 112

Author(s):

Rubén Fernández Álvarez ◽

José Fernández

Keyword(s):

Factor Analysis ◽

Primary School ◽

Exploratory Factor Analysis ◽

Prospective Teachers ◽

Teachers Perceptions ◽

Qualitative And Quantitative ◽

Initial Validation ◽

School Teaching ◽

Core Characteristics ◽

Design Construction

This research focuses on the design, construction, and validation of a questionnaire that seeks to analyse the perception of the landscape amongst undergraduates studying for a Degree in Primary School Teaching at Salamanca University. The process has involved using both qualitative and quantitative techniques to test the content’s validity and the construct’s reliability and suitability through the participation of a panel of expert judges and a sample of 432 subjects. This has been followed by the introduction of an exploratory factor analysis (EFA) of the data provided by the cohort that has led to a study of the questionnaire’s core characteristics, a reduction in its size, and the validation of its pertinence.

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Attaining the Active School Flag: How physical activity provision can be enhanced in Irish primary schools

European Physical Education Review ◽

10.1177/1356336x17706091 ◽

2017 ◽

Vol 25 (1) ◽

pp. 76-88 ◽

Cited By ~ 4

Author(s):

Richard Bowles ◽

Déirdre Ní Chróinín ◽

Elaine Murtagh

Keyword(s):

Physical Activity ◽

Primary School ◽

Primary Schools ◽

Qualitative Interviews ◽

Positive Health ◽

Policy Makers ◽

School Communities ◽

Physical Activity Interventions ◽

School Based ◽

School Initiatives

The provision of regular physical activity opportunities has the potential to have positive health benefits for children. This study used qualitative interviews and focus groups to examine the experiences of two Irish primary school communities as they worked to attain an Active School Flag. The data suggest that engagement in this formal physical activity initiative impacts positively on children’s engagement in physical activity. Schools were encouraged to embark on innovative activities that attracted widespread participation within schools and in the wider community. The establishment of links with community groups fostered collaborations that were empowering and inclusive. This research supports the contention that primary school initiatives can provide enhanced physical activity opportunities for children, and may provide guidance to national and international policy-makers as they devise school-based physical activity interventions.

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Prevalence and Factors Associated with Interpersonal Violence among In-School Adolescents in Ghana: Analysis of the Global School-Based Health Survey Data

Adolescents ◽

10.3390/adolescents1020015 ◽

2021 ◽

Vol 1 (2) ◽

pp. 186-198

Author(s):

Richard Gyan Aboagye ◽

Abdul-Aziz Seidu ◽

Francis Arthur-Holmes ◽

James Boadu Frimpong ◽

John Elvis Hagan ◽

...

Keyword(s):

Regression Analysis ◽

Health Survey ◽

Interpersonal Violence ◽

Statistical Significance ◽

Final Analysis ◽

Risky Behaviors ◽

Health Concern ◽

Negative Consequences ◽

Factors Associated ◽

School Based

Interpersonal violence is a critical public health concern that is linked with many negative consequences, including mortality. It is the second most predominant cause of death among male adolescents aged 15–19. This study used a nationally representative data from the recent Ghana Global School-based Health Survey to examine the prevalence and factors associated with interpersonal violence among Ghanaian in-school adolescents. A total of 2214 in-school adolescents were included in the final analysis. Multivariable binomial logistic regression analysis was performed to determine the factors assciated with interpersonal violence. The results of the regression analysis were presented as adjusted odds ratios (aOR) with 95% confidence level (CI) in all the analyses. Statistical significance was set at p < 0.05. The overall prevalence of interpersonal violence was 55.7%, of which the prevalences of physical fighting and attack were 38.2% and 41.5%, respectively. In-school adolescents who had an injury were more likely to experience interpersonal violence (aOR = 2.29, 95% CI = 1.71–3.06) compared with those who did not have an injury. The odds of interpersonal violence were higher among in-school adolescents who were bullied (aOR = 2.48, 95% CI = 1.84–3.34) compared with those who were not bullied. In addition, in-school adolescents who attempted suicide (aOR = 1.56, 95% CI = 1.22–2.47), consumed alcohol at the time of the survey (aOR = 1.88, 95% CI = 1.15–3.06), and were truant (aOR = 1.58, 95% CI = 1.29–1.99) had higher odds of experiencing interpersonal violence. These factors provide education directors and school heads/teachers with the relevant information to guide them in designing specific interventions to prevent interpersonal violence, particularly physical fights and attacks in the school settings. School authorities should organize parent–teacher meetings or programs to help parents improve their relationships with in-school adolescents to prevent or minimize their risky behaviors, including physical fights.

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A Cost Analysis of School-Based Lifestyle Interventions

Prevention Science ◽

10.1007/s11121-018-0918-1 ◽

2018 ◽

Vol 19 (6) ◽

pp. 716-727 ◽

Cited By ~ 2

Author(s):

Marije Oosterhoff ◽

Hans Bosma ◽

Onno C.P. van Schayck ◽

Manuela A. Joore

Keyword(s):

Physical Activity ◽

Steady State ◽

Primary School ◽

Relative Effectiveness ◽

First Year ◽

Lifestyle Interventions ◽

Stakeholder Perspectives ◽

School Based ◽

The Cost ◽

Cost Offsets

Abstract A uniform approach for costing school-based lifestyle interventions is currently lacking. The objective of this study was to develop a template for costing primary school-based lifestyle interventions and apply this to the costing of the “Healthy Primary School of the Future” (HPSF) and the “Physical Activity School” (PAS), which aim to improve physical activity and dietary behaviors. Cost-effectiveness studies were reviewed to identify the cost items. Societal costs were reflected by summing up the education, household and leisure, labor and social security, and health perspectives. Cost inputs for HPSF and PAS were obtained for the first year after implementation. In a scenario analysis, the costs were explored for a hypothetical steady state. From a societal perspective, the per child costs were €2.7/$3.3 (HPSF) and €− 0.3/$− 0.4 (PAS) per day during the first year after implementation, and €1.0/$1.2 and €− 1.3/$− 1.6 in a steady state, respectively (2016 prices). The highest costs were incurred by the education perspective (first year: €8.7/$10.6 (HPSF) and €4.0/$4.9 (PAS); steady state: €6.1/$7.4 (HPSF) and €2.1/$2.6 (PAS)), whereas most of the cost offsets were received by the household and leisure perspective (first year: €− 6.0/$− 7.3 (HPSF) and €− 4.4/$− 5.4 (PAS); steady state: €− 5.0/$− 6.1 (HPSF) and €− 3.4/$− 4.1 (PAS)). The template proved helpful for costing HPSF and PAS from various stakeholder perspectives. The costs for the education sector were fully (PAS) and almost fully (HPSF) compensated by the savings within the household sector. Whether the additional costs of HPSF over PAS represent value for money will depend on their relative effectiveness.

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