Factors related to Eating Attitudes of Female High School Students

AbstractIntroductionAlmost all the bone mass in females is accumulated during adolescence and especially in the years immediately following menstruation. Self-efficacy plays an important role in moderating the relationship between knowledge and behavior. This study aimed to determine the self-efficacy of osteoporosis preventive behaviors and its predictors in female high school students.MethodologyThis descriptive-analytical cross-sectional study was conducted on 330 female high school students in Saveh, Iran during 2016–2017. A two-stage cluster sampling method was used to select the participants. Data were collected using a socio-demographic questionnaire, the Osteoporosis Knowledge Test (OKT) and the Osteoporosis Self-Efficacy Scale (OSES). A general linear model was used to determine the self-efficacy predictors of osteoporosis preventive behaviors.ResultsThe mean [standard deviation (SD)] of the total OKT score was 11.08 (4.08) of attainable range from 0 to 32. The mean (SD) of the total OSES score was 121.97 (37.36) of attainable range from 0 to 200. The mean (SD) of the exercise and calcium subscales of OSES were 58.39 (22.56) and 63.57 (21.02), respectively. There were significant relationships between the total OKT score with the total OSES score (r = 0.16, p = 0.003) and its subscales, including exercise (r = 0.16, p = 0.002) and calcium (r = 0.11, p = 0.03) scores. According to the adjusted general linear model, the variables of economic status, educational level and osteoporosis knowledge were predictors of the self-efficacy in the studied students.ConclusionFindings suggested that most of the students had moderate levels of knowledge and self-efficacy regarding osteoporosis preventive behaviors; therefore, improving the knowledge and self-efficacy of this group can play a significant role in promoting their health.

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Impact of an intuitive eating education program on high school students’ eating attitudes

Health Education ◽

10.1108/he-03-2014-0043 ◽

2015 ◽

Vol 115 (2) ◽

pp. 214-228 ◽

Cited By ~ 7

Author(s):

Nicole Healy ◽

Elana Joram ◽

Oksana Matvienko ◽

Suzanne Woolf ◽

Kimberly Knesting

Keyword(s):

High School ◽

High School Students ◽

Healthy Eating ◽

Education Program ◽

Eating Attitudes ◽

Small Sample ◽

Intuitive Eating ◽

School Students ◽

Content Type ◽

K 12

Purpose – There is a growing need for school-based nutritional educational programs that promote healthy eating attitudes without increasing an unhealthy focus on restrictive eating or promoting a poor body image. Research suggests that intuitive eating (IE) approaches, which encourage individuals to focus on internal body signals as a guide for eating, have had a positive impact on eating-related psychological outcomes in adults. The purpose of this paper is to investigate the effects an IE education program on the eating attitudes of high school students. Design/methodology/approach – In a quasi-experimental study, 48 high school students (30 females) in a Midwest town in the USA received instruction on IE or a comparison program over seven days during health classes. Repeated measures analyses of covariance were conducted to examine changes in eating attitudes in sexes across conditions. Findings – Students who received the IE program made significantly greater gains in overall positive eating attitudes on the Intuitive Eating Scale than students in the comparison program (p=0.045), as well as on the Unconditional Permission to Eat subscale (p=0.02). There were no significant effects of sex on any of the analyses. Research limitations/implications – Because of the relatively small sample size and short duration of the program, the results should be generalized with caution. Practical implications – The results suggest that IE instruction may encourage the development of healthy eating attitudes in high school students, and health teachers may wish to consider including IE instruction in the health curriculum. Originality/value – This is the first study to examine the effectiveness of an IE program in a K-12 population, with instruction provided in the context of the school. The results are promising and suggest that this may be a fruitful area for future research in nutrition education.

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