scholarly journals A Comparison of a Gardening and Nutrition Program with a Standard Nutrition Program in an Out-of-school Setting

2005 ◽  
Vol 15 (3) ◽  
pp. 463-467 ◽  
Author(s):  
Suzanne A. Poston ◽  
Candice A. Shoemaker ◽  
David A. Dzewaltowski
Keyword(s):  
Self Efficacy ◽  
Summer School ◽  
Vegetable Consumption ◽  
School Setting ◽  
Nutrition Knowledge ◽  
After School ◽  
Fruit And Vegetable ◽  
Master Gardener ◽  
Nutrition Program ◽  
Out Of School

After-school time is currently underutilized as a potential setting to promote healthy eating in children. Two programs, a standard nutrition program titled Professor Popcorn (PP) and a gardening and nutrition program using lessons from Junior Master Gardener: Health and Nutrition from the Garden (JMG), were compared to investigate their influence on nutrition knowledge, improving fruit and vegetable preference, and improving self-efficacy in gardening and eating fruit and vegetables in an out-of-school setting. Third through fifth graders participated in an after summer-school program (n = 11 in PP; n = 7 in JMG), and fourth graders participated in JMG (n = 11) during the fall after school. Knowledge, preference, and self-efficacy measures were obtained at the beginning and end of the program. Neither program improved nutrition knowledge, nor were there any differences between the PP and JMG mean difference scores. The programs did not improve fruit and vegetable preference or fruit and vegetable consumption self-efficacy. There was, however, a change in gardening self-efficacy for the summer JMG group compared with that of the fall JMG group. Gardening self-efficacy of the summer JMG group increased (P < 0.10), whereas that of the fall JMG group decreased (P < 0.05). Further investigations should examine the activities of gardening occurring at different times throughout the growing season, and the role that seasons have on the outcomes due to a garden-enhanced nutrition program. In addition, researchers should examine the amount of classroom time vs. gardening time that is needed to make a garden-enhanced nutrition program more effective in an out-of-school learning setting.

scholarly journals Preliminary Study of the Impact of an After School Gardening and Nutrition Program on Children's Nutrition Knowledge, Fruit and Vegetable Preference, and Self-efficacy of Gardening and Eating Fruits and Vegetables

HortScience ◽  
2004 ◽  
Vol 39 (4) ◽  
pp. 838A-838
Author(s):  
Suzanne A. Poston* ◽  
Candice A. Shoemaker
Keyword(s):  
Self Efficacy ◽  
Fruits And Vegetables ◽  
Fifth Graders ◽  
Nutrition Knowledge ◽  
After School ◽  
Fruit And Vegetable ◽  
Learning Program ◽  
Nutrition Program ◽  
School Learning ◽  
The Impact

Two age appropriate curricula for third through fifth graders, Professor Popcorn (PP) and Junior Master Gardener: Health and Nutrition from the Garden (JMG), were compared for their effectiveness in teaching nutrition knowledge, improving fruit and vegetable preference, and improving self-efficacy in gardening and eating fruits and vegetables as part of an after school learning program. Eighteen third through fifth graders participated in an eight lesson summer program (11 in PP, 7 in JMG), and eleven fourth graders participated in JMG during the fall. Knowledge, preference and self-efficacy measures were obtained at baseline and at the end of the program. There were no significant differences in these variables between the participants in PP and JMG at end-program. One interesting finding, however, was the change in gardening self-efficacy of the summer JMG group compared to the fall JMG group. Gardening self-efficacy of the summer JMG group increased (P = 0.063) while that of the fall JMG group decreased (P = 0.012) from baseline to end-program. Further investigations examining the role seasons have in the outcome of a garden-enhanced nutrition program and the activities of gardening occurring at different times throughout the growing season are suggested. In addition, further research should examine the amount of classroom time versus gardening time that is needed to make a garden-enhanced nutrition program more effective in an after school learning program.

scholarly journals A Theory-informed Nutrition Education Intervention Promotes Fruit and Vegetable Consumption Related Behavior Factors Among Elementary School Children (P16-045-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Sanjoy Saha ◽  
Wilna Oldewage-Theron
Keyword(s):  
Elementary Schools ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Vegetable Consumption ◽  
Dietary Behavior ◽  
Nutrition Knowledge ◽  
Rank Test ◽  
Education Intervention ◽  
Fruit And Vegetable

Abstract Objectives To assess the effectiveness of a behavior-specific nutrition education intervention (NEI) to promote dietary behavior factors related to fruit and vegetable (F&V) consumption. Methods A pre-post design was used. The developed and implemented six-week NEI curriculum was informed by the social cognitive theory and comprised of class-based nutrition education (25 minutes once a week), and cooking demonstrations (20 minutes once a week) for children, and weekly nutrition handout for parents. Applying purposive sampling, 115 children (in grade 3rd -5th) were recruited from four elementary schools (where at least 40% of children were eligible to obtain free lunch) in the South Plains of Texas. Assessments included nutrition knowledge, F&V preference, F&V consumption and cooking self-efficacy questionnaires during pre- and post-intervention surveys. Wilcoxon signed-rank test was used with level of significance at <0.05. Results Preliminary results show that the study variables (gender, grade, nutritional status, nutrition knowledge, F&V preference, self-efficacy of F&V consumption, and cooking) did not differ significantly during the pre-intervention survey, except for ethnicity (P < 0.001) among the participated elementary schools. Nutrition knowledge score (change mean score 7.61 ± 3.70), F&V preference (change mean score 5.63 ± 10.84), F&V consumption self-efficacy (change mean score 2.16 ± 3.05), and cooking self-efficacy (change mean score 5.34 ± 7.08) improved significantly (P < 0.05) after the intervention. There was no significant school variation in the changes of study parameters after the intervention. Conclusions Theory-informed and behavior-specific NEI may improve the children's knowledge and F&V preference and dietary behavior related to F&V consumption and cooking self-efficacy. Future research is needed to evaluate the retention of the nutrition knowledge and F&V consumption related behavior factors. Funding Sources Texas Tech University.

scholarly journals A Pilot Nutrition and Cooking Skills Program Improves Fruit Intake, Nutrition Knowledge, and Attitudes Toward Fruit and Vegetable

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 957-957
Author(s):  
Lubna Alnaim ◽  
Matthew Taylor ◽  
Heather Gibbs ◽  
Kendra Spaeth ◽  
Debra Sullivan
Keyword(s):  
Nutrition Education ◽  
Low Income ◽  
Self Efficacy ◽  
Vegetable Consumption ◽  
Nutrition Knowledge ◽  
Fruit And Vegetable ◽  
Post Intervention ◽  
Cooking Skills ◽  
Income Status ◽  
Hands On

Abstract Objectives Community-based intervention studies that aim at developing cooking skills have increased in the scientific literature and are related to healthier food practices. We conducted this pilot study to investigate the effect of a combined curriculum of nutrition education and hands-on cooking skills on the consumption of fruits and vegetables, nutrition knowledge, and self-efficacy in families with low-income status. Methods This pilot intervention study was designed with a two-month follow-up. The intervention was based on a combined curriculum of nutrition education and cooking skills. The study group participated in eight weekly hands-on cooking/nutrition sessions. Pre- and post-surveys were conducted to assess changes for five primary outcome measures: 1) nutrition knowledge, 2) fruit and vegetable intake, 3) self-efficacy toward fruit and vegetables, 4) perceived benefits of fruit and vegetable consumption; and 5) perceived barriers of fruit and vegetable consumption. Paired samples t-tests were used to assess the change outcomes from baseline to post-intervention. Results A sample of 38 participants were included in the study. The mean age of the intervention group was 38 (89% female, 65.7% Hispanic). Compared to the baseline, there was an increase in nutrition knowledge score from 7.17 to 8.05 (P = 0.032) after the intervention. Participants reported higher self-efficacy (21 vs. 23.6, P = 0.013) and lower perceived barrier (19 vs. 17, P = 0.03) scores post-intervention. Fruit intake increased (1.2 vs.1.6 cups, P = 0.01) after the intervention. Conclusions Cooking and nutrition interventions may be a feasible approach to improving attitudes and behaviors related to vegetable consumption in families with low-income status. Future studies are needed that rigorously evaluate the long-term impact on cooking skills, dietary intake, and health outcomes. Funding Sources Health Care Foundation of Kansas City, Crosslines, Inc, and Department of Dietetics and Nutrition

scholarly journals Examining Elementary School—Aged Children’s Self-Efficacy and Proxy Efficacy for Fruit and Vegetable Consumption

2009 ◽  
Vol 37 (4) ◽  
pp. 465-478 ◽  
Author(s):  
Karly S. Geller ◽  
David A. Dzewaltowski
Keyword(s):  
Self Efficacy ◽  
Vegetable Consumption ◽  
After School Programs ◽  
Fruit And Vegetable Consumption ◽  
Population Heterogeneity ◽  
After School ◽  
Fruit And Vegetable ◽  
Demographic Groups ◽  
School Programs ◽  
Proxy Efficacy

Children’s self-efficacy for fruit and vegetable consumption (FVC) and proxy efficacy to influence others to make fruit and vegetables (FV) available may influence their FVC. A previous investigation has demonstrated that self-efficacy for fruit consumption, self-efficacy for vegetable consumption, proxy efficacy to influence parents to make FV available, and proxy efficacy to influence after-school staff to make FV available can be measured with four independent but related scales. The purpose of the present investigation is to confirm this factor structure and determine if the scales were invariant across gender, ethnicity, and socioeconomic status (SES) subgroups of children attending after-school programs. Results provide further validity evidence for the four correlated scales. In addition, results confirm measurement invariance across gender, SES, and ethnicity, confirming the unbiased generalizability of the current measure to these demographic groups. Lastly, tests of population heterogeneity reveal no meaningful differences in self- and proxy efficacy among gender, SES, and ethnicity subgroups.

scholarly journals An After-school Gardening Club to Promote Fruit and Vegetable Consumption among Fourth Grade Students: The Assessment of Social Cognitive Theory Constructs

2006 ◽  
Vol 16 (1) ◽  
pp. 24-29 ◽  
Author(s):  
Suzanne A. O'Brien ◽  
Candice A. Shoemaker
Keyword(s):  
Self Efficacy ◽  
Outcome Expectations ◽  
Fourth Grade ◽  
Nutrition Knowledge ◽  
After School ◽  
Control Group ◽  
Fruit And Vegetable ◽  
School Gardening ◽  
Fourth Grade Students ◽  
Experimental Group

An eight-lesson gardening and nutrition curriculum with a hands-on gardening emphasis was taught as an after-school program to determine the effect it had on increasing children's nutrition knowledge, fruit and vegetable preference, and improving children's self-efficacy and outcome expectations for gardening and for consuming fruit and vegetables. Seventeen fourth grade students participated in the experimental group as part of an after-school gardening club, and 21 fourth grade students served as the control group. Nutrition knowledge, preference, self-efficacy, outcome expectations, as well as demographic measures were obtained at baseline and end-program. There were no differences in nutrition knowledge scores between or within groups at baseline or at end-program. However, baseline scores were high (>7 out of 10 possible) for both groups. Both groups indicated a high preference for fruit at baseline and end-program. Vegetable preference did not increase over the course of the program for both groups. At baseline, measurements of gardening self-efficacy and outcome expectations were significantly different between the groups. The experimental group was able to maintain high self-efficacy and outcome expectations scores during the program, but the control group's scores increased significantly for gardening self-efficacy and outcome expectations at the end-program assessment. Further research to clarify aspects of gardening (i.e., season, harvesting, crops grown) that have the greatest impact on influencing preference, self-efficacy and outcome expectations is needed.

scholarly journals Differential effects of planning and self-efficacy on fruit and vegetable consumption

Appetite ◽  
2010 ◽  
Vol 54 (3) ◽  
pp. 611-614 ◽  
Author(s):  
Jana Richert ◽  
Tabea Reuter ◽  
Amelie U. Wiedemann ◽  
Sonia Lippke ◽  
Jochen Ziegelmann ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
Differential Effects

Are parents eating their greens? Fruit and vegetable consumption during a school intervention

2014 ◽  
Vol 116 (4) ◽  
pp. 585-597 ◽  
Author(s):  
Jessica Aschemann-Witzel ◽  
Tino Bech-Larsen ◽  
Alice Grønhøj
Keyword(s):  
Healthy Eating ◽  
Self Efficacy ◽  
Vegetable Consumption ◽  
Self Regulation ◽  
School Intervention ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
Positive Interaction ◽  
Content Type ◽  
School Based

Purpose – The aim of this paper is to study the extent of change in parents' fruit and vegetable consumption during a period when their children participate in a school-based healthy eating intervention. Design/methodology/approach – A total of 256 12-year-old Danish schoolchildren took part in a text-message feedback intervention promoting fruit and vegetable consumption. One parent of each child filled out self-administered questionnaires at three points during the 40-week study period. In the questionnaire, stated consumption, perceived influence factors on their consumption and self-efficacy and self-regulation were measured. Findings – Only half of the parents stated that they met the “five a day” target. These parents reported good availability of fruit and vegetables in their household, high consumption among their friends and frequent exercise and they were characterised by high self-efficacy levels. Stated consumption increased during the period of the intervention targeted at their children. Parents that reported an increase had, at the start of the intervention, reported low levels of consumption, lack of encouragement to eat healthy at their workplace and lower autonomous self-regulation. Research limitations/implications – The consumption data is limited to self-report. Practical implications – The results indicate that parents can be influenced indirectly by school-based interventions targeted at their children. Future interventions should include the family with the intent to support positive interaction that might further promote and sustain healthy eating habits. Originality/value – The study considers the possible effects school interventions targeting children may have on the immediate family, an aspect generally overlooked in school-based health initiatives.

Stages of Change and Psychosocial Correlates of Fruit and Vegetable Consumption among Rural African-American Church Members

1998 ◽  
Vol 12 (3) ◽  
pp. 185-191 ◽  
Author(s):  
Marci Kramish Campbell ◽  
Michael Symons ◽  
Wendy Demark-Wahnefried ◽  
Barbara Polhamus ◽  
Jay M. Bernhardt ◽  
...  
Keyword(s):  
Social Support ◽  
African Americans ◽  
Stages Of Change ◽  
Self Efficacy ◽  
Vegetable Consumption ◽  
Intervention Strategy ◽  
Stage Of Change ◽  
Church Members ◽  
Fruit And Vegetable ◽  
The Relationship

Purpose. This study examined the relationship between stages of change, other psychosocial factors, and fruit and vegetable (F&V) consumption among rural African-Americans participating in a 5 a Day study. Design. The cross-sectional design assessed associations between F&V intake, stage of change, self-efficacy, beliefs, barriers, and social support. Setting. Participants were surveyed by telephone. Subjects. Subjects were 3557 adult church members (response rate, 79.1%), aged 18 and over from 10 North Carolina counties. Measures. A seven-item food frequency measured F&V intake. Stage of change was measured using four items; other psychosocial variables were measured using Likert scales. Chi-square tests and analysis of variance were used in statistical analyses. Results. The majority of participants (65 %) were in the preparation stage of change. Individuals in action/maintenance consumed an average of 6.5 daily F&V servings compared to 3.3 to 3.5 servings for those in precontemplation, contemplation, and preparation. Self-efficacy, social support, and belief about how many daily F&V servings are needed, were positively associated with stage. Barriers were most prevalent among precontemplators. Conclusions. The findings support the applicability of the stages-of-change model to dietary change among rural African-Americans. The relationship between stage, self-efficacy, social support, and barriers supports using a multicomponent intervention strategy.

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