scholarly journals Evaluation of Associated Factors with Nutrition Behavior and Dietary Self-efficacy for Healthy Food Choice among Primary School Students

2021 ◽  
Author(s):  
Cüneyt ÇAM ◽  
Emrah ATAY ◽  
Hatice AYGAR ◽  
Ece Elif ÖCAL ◽  
Saniye GÖKTAŞ ◽  
...  
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Food Choice ◽  
Associated Factors ◽  
Healthy Food ◽  
Primary School Students ◽  
School Students ◽  
Healthy Food Choice ◽  
Nutrition Behavior

scholarly journals Factors Affecting Healthy Behavior among Primary School Children: Application of Health Belief Model

2020 ◽  
Author(s):  
Frida Indriani ◽  
◽  
Pawito Pawito ◽  
Eti Poncorini Pamungkasari ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Primary School Students ◽  
School Students ◽  
Perceived Susceptibility ◽  
Healthy Behavior ◽  
Perceived Benefit ◽  
Perceived Seriousness ◽  
Cues To Action ◽  
Belief Model

Background: Schools can be an effective institution for developing healthy practices in children. Children in primary schooling age can learn and get used to specific healthy behaviors, such as washing hands, brushing teeth, eating vegetables, etc. This study aimed to determine factors affecting healthy behavior among primary school children using Helth Belief Model. Subjects and Method: A cross-sectional study was conducted at 25 primary schools in Nganjuk, East Java, from August to December 2019. A sample of 200 primary school students aged 6-12 years was selected by stratified random sampling. The dependent variable was healthy behavior. The independent variables were perceived susceptibility, perceived seriousness, perceived benefit, cues to action, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple linear regression run on Stata 13. Results: Healthy behavior in primary school students was improved by high perceived susceptibility (b= 1.11; 95% CI= 0.36 to 1.85; p= 0.004), high perceived seriousness (b= 0.66; 95% CI= -0.06 to 1.38; p= 0.075), strong perceived benefit (b= 0.64; 95% CI= -0.86 to 1.36; p= 0.084), cues to action (b= 0.98; 95% CI= 0.26 to 1.71; p= 0.008), and strong self-efficacy (b= 1.4; 95% CI= 0.74 to 2.20; p<0.001). Conclusion: Healthy behavior in primary school students is improved by high perceived susceptibility, high perceived seriousness, strong perceived benefit, cues to action, and strong self-efficacy. Keywords: clean and healthy behavior, health belief model Correspondence: Frida Indriani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: [email protected]. Mobile: 082226327646 DOI: https://doi.org/10.26911/the7thicph.02.63

Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

2019 ◽  
pp. 136216881985992 ◽  
Author(s):  
Barry Bai ◽  
Wenjuan Guo
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Growth Mindset ◽  
Strategy Use ◽  
Low Achievers ◽  
High Achievers ◽  
Primary School Students ◽  
School Students ◽  
English Writing ◽  
Self Regulated Learning

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4thgrade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.

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