The Effect of a Summer Garden Program on the Nutritional Knowledge, Attitudes, and Behaviors of Children

Fifty-six children were included in a study that evaluated the effectiveness of a garden program designed to teach health and nutrition to second through fifth grade-level children. The specific objectives of the research project were to evaluate the effect of the program on nutritional knowledge of the benefits of eating fruit and vegetables, nutritional attitudes toward fruit and vegetables, and eating behaviors of children, specifically consumption of fruit and vegetables. Children's nutritional knowledge was measured with an 11-question multiple-choice exam based on the educational activities performed. Children's nutritional attitudes regarding fruit and vegetables were measured with a fruit and vegetable preference questionnaire, and children's eating behaviors were evaluated with an interview question asking them what they ate for a snack that day. After participating in the nutritional program, children's knowledge about the benefits of eating fruit and vegetables significantly improved, but there were no significant differences found in participants' attitude scores toward fruit and vegetables. However, the participants did report eating healthier snacks after participation in the nutritional program.

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The Effects of Nutrition Education and Gardening on Attitudes, Preferences, and Knowledge of Minority Second to Fifth Graders in the Rio Grande Valley Toward Fruit and Vegetables

HortTechnology ◽

10.21273/horttech.22.3.299 ◽

2012 ◽

Vol 22 (3) ◽

pp. 299-304 ◽

Cited By ~ 11

Author(s):

Geralyn A. Nolan ◽

Amy L. McFarland ◽

Jayne M. Zajicek ◽

Tina M. Waliczek

Keyword(s):

Elementary School Teachers ◽

Nutrition Education ◽

Fruit And Vegetables ◽

Minority Population ◽

Nutritional Knowledge ◽

Nutrition Research ◽

Before And After ◽

Eating Fruit ◽

Texas Agrilife Extension Service ◽

Positive Effect

Child obesity has become a national concern. Obesity in children ages 6–17 years has more than doubled in the past 30 years. Only 20% of children today consume the recommended daily servings of fruit and vegetables. This trend is even more pronounced in minority populations. Past studies have reported a horticulture-based curriculum, including gardening, can improve children’s attitudes toward eating fruit and vegetables. To investigate whether children of a minority population can benefit from gardening combined with a curriculum on nutrition, research was conducted with elementary schools in a primarily Hispanic region of Texas. Elementary school teachers participating in this research agreed to have school gardens and complete all activities in a curriculum on nutrition provided to them through the Texas Agrilife Extension Service. One hundred and forty-one children in the participating schools completed a pre- and posttest evaluating their nutritional knowledge, preference for fruit and vegetables, and snack choices before and after a gardening program supplemented with nutrition education. Differences were detected between pre- and posttest scores for all three variables. After comparing pre- and posttest scores, it was concluded that gardening and nutritional instruction had a positive effect on students’ nutritional knowledge, fruit and vegetable preference (FVP), and snack choices.

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Prevalence and Predictors of Fruit Intake Among Community College Women in the Extended Opportunity Program and Services

Californian Journal of Health Promotion ◽

10.32398/cjhp.v1i1.384 ◽

2003 ◽

Vol 1 (1) ◽

pp. 91-102 ◽

Cited By ~ 3

Author(s):

Steve E. Shive ◽

Michelle R. Neyman

Keyword(s):

Community College ◽

Weight Loss ◽

Regression Analysis ◽

College Women ◽

Linear Regression Analysis ◽

Good Health ◽

Fruit Intake ◽

Attitudes And Behaviors ◽

Eating Fruit ◽

Opportunity Program

This study examined fruit intake among 276 female Extended Opportunity Program and Services (EOPS) community college students. Knowledge, attitudes, and behaviors associated with fruit intake were determined. The attitudes which are potential predictors of daily fruit intake were also examined. Analysis showed that 33% ate fewer than the minimum recommended two daily servings of fruit. Students reported that fruit gave them energy, taste and cost were not barriers to consumption and that it would not be difficult to increase daily fruit consumption. A linear regression analysis revealed that beliefs that eating fruit leads to good health, having a habit of eating fruit, feeling energy, and weight loss accounted for 30% of the variance in fruit intake.

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The Nature of Talk about Three Types of Text during Peer Group Discussions

Journal of Reading Behavior ◽

10.1080/10862969209547780 ◽

1992 ◽

Vol 24 (3) ◽

pp. 313-338 ◽

Cited By ~ 15

Author(s):

Dorothy June Leal

Keyword(s):

Grade Level ◽

Peer Group ◽

Read Aloud ◽

Fifth Grade ◽

Older Students ◽

Group Discussions ◽

Text Type ◽

Source Of Information

This study investigated first-, third-, and fifth-grade children's talk about three types of text during peer group discussions. The researcher read aloud, and children discussed, a storybook, an information book, and an informational storybook to 54 children in groups of 6 students each (18 at each grade level). Children's utterances were then coded for five categories: the source of information used, manner of topic maintenance, acknowledgement given to the preceding utterance, thinking form used, and textual element in focus during the utterance. Results indicated significant grade level and/or text type differences for each category investigated and revealed that older students were more collaborative, drawing more often on peer information, participating in longer group discussions, and making more confirming and challenging responses. When discussing the informational storybook children stayed on topic longer, used speculation twice as often, relied on peer information more often, and were more likely to discuss related extra-textual topics.

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Response Efficacy and Self-efficacy Scales for Eating Fruit and Vegetables

PsycTESTS Dataset ◽

10.1037/t48492-000 ◽

2014 ◽

Author(s):

Lucy E. Napper ◽

Peter R. Harris ◽

William M. P. Klein

Keyword(s):

Self Efficacy ◽

Fruit And Vegetables ◽

Response Efficacy ◽

Eating Fruit

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Website of the week: Eating fruit and vegetables

BMJ ◽

10.1136/bmj.326.7394.888/a ◽

2003 ◽

Vol 326 (7394) ◽

pp. 888a-888 ◽

Cited By ~ 1

Author(s):

G. Jones

Keyword(s):

Fruit And Vegetables ◽

Eating Fruit

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Determining the Utility of a Laboratory Eating Paradigm to Explore Social Eating

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1541931213601263 ◽

2016 ◽

Vol 60 (1) ◽

pp. 1120-1124

Author(s):

Phillip Jasper ◽

Adam Hoover ◽

Eric Muth

Keyword(s):

Eating Behavior ◽

Healthy Eating ◽

Eating Behaviors ◽

The United States ◽

Overweight And Obesity ◽

Subjective Ratings ◽

Health And Nutrition ◽

Consumption Rates ◽

Social Eating ◽

University Laboratory

According to a recent National Health and Nutrition Examination Survey, overweight and obesity have reached epidemic levels in the United States. Researchers are increasingly engaged in exploring eating behavior with the goals of trying to understand what elements of eating behavior might lead to overweight and obesity and applying knowledge from these studies to encourage people to engage in healthy eating behaviors. The purpose of the current study was to determine the utility of a new laboratory eating paradigm that attempts to create a natural social eating environment while maintaining the control possible within a university laboratory. Known effects of gender on eating behavior (e.g. consumption rates and bite size), positive subjective ratings of the food item used, and subjective ratings of perceived eating behavior were replicated to show the utility of the paradigm.

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MSK30: a validated tool to assess clinical musculoskeletal knowledge

BMJ Open Sport & Exercise Medicine ◽

10.1136/bmjsem-2018-000495 ◽

2019 ◽

Vol 5 (1) ◽

pp. e000495

Author(s):

Danielle L Cummings ◽

Matthew Smith ◽

Brian Merrigan ◽

Jeffrey Leggit

Keyword(s):

Medical Students ◽

Large Scale ◽

Assessment Tool ◽

Multiple Choice ◽

School Curriculum ◽

Average Score ◽

Multiple Choice Questions ◽

Modified Delphi ◽

Multiple Choice Exam ◽

Individual Education

BackgroundMusculoskeletal (MSK) complaints comprise a large proportion of outpatient visits. However, multiple studies show that medical school curriculum often fails to adequately prepare graduates to diagnose and manage common MSK problems. Current standardised exams inadequately assess trainees’ MSK knowledge and other MSK-specific exams such as Freedman and Bernstein’s (1998) exam have limitations in implementation. We propose a new 30-question multiple choice exam for graduating medical students and primary care residents. Results highlight individual deficiencies and identify areas for curriculum improvement.Methods/ResultsWe developed a bank of multiple choice questions based on 10 critical topics in MSK medicine. The questions were validated with subject-matter experts (SMEs) using a modified Delphi method to obtain consensus on the importance of each question. Based on the SME input, we compiled 30 questions in the assessment. Results of the large-scale pilot test (167 post-clerkship medical students) were an average score of 74 % (range 53% – 90 %, SD 7.8%). In addition, the tool contains detailed explanations and references were created for each question to allow an individual or group to review and enhance learning.SummaryThe proposed MSK30 exam evaluates clinically important topics and offers an assessment tool for clinical MSK knowledge of medical students and residents. It fills a gap in current curriculum and improves on previous MSK-specific assessments through better clinical relevance and consistent grading. Educators can use the results of the exam to guide curriculum development and individual education.

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Effects of Verbal and Verbal-Motor Responses on Meter Conceptualization in Third-, Fourth-, and Fifth-Grade Children

Journal of Research in Music Education ◽

10.2307/3345683 ◽

1992 ◽

Vol 40 (3) ◽

pp. 216-224

Author(s):

Russell L. Jones

Keyword(s):

Grade Level ◽

Motor Response ◽

Response Mode ◽

Verbal Response ◽

Mode Analysis ◽

Fifth Grade ◽

Verbal Responses ◽

Fifth Grade Students ◽

Significant Difference ◽

Main Effects

My purpose was to determine the effects of grade level and response mode on the ability of second-semester third-, fourth-, and fifth-grade students to identify and conceptualize meter in music. Thirty-six subjects at each grade level were divided into two response-mode groups. Subjects in the verbal-motor response groups were asked to respond verbally and to use specific conducting motions; verbal-response-mode subjects used only verbal responses. A two-way analysis of variance indicated that both main effects of grade level and response mode were significant, indicating that scores on the meter-concept test improved with increasing age and as a result of using the verbal-motor response mode. Analysis of simple effects indicated that fourth- and fifth-grade subjects in the verbal-motor response mode were superior to fourth- and fifth-grade subjects in the verbal response mode; mode of response, however, did not result in a significant difference in third-grade subjects.

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