scholarly journals Food Trying and Liking Related to Grade Level and Meal Participation

2020 ◽  
Vol 17 (16) ◽  
pp. 5641
Author(s):  
Jennifer Hanson ◽  
Janelle Elmore ◽  
Marianne Swaney-Stueve
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Grade Level ◽  
Food Selection ◽  
School Nutrition ◽  
Grade School ◽  
School Students ◽  
Eating Pattern ◽  
Nutrition Programs

School-based child nutrition programs provide students with meals and snacks that align with guidelines for a healthy eating pattern. However, participation is not universal, and research on the determinants of food selection is needed to improve school nutrition practices and policies. The purpose of this study was to examine the relationships between grade level (i.e., grade school, middle school, or high school) as well as meal participation category (i.e., only breakfast, only lunch, or both) and food trying and liking in a large urban school district. Outcomes were measured using an online survey completed by students from 2nd through 12th grade (n = 21,540). Breakfast and lunch item liking scores were higher among the grade school and middle school students than among the high school students. Breakfast and lunch liking scores were also higher among those who participated in both breakfast and lunch as opposed to those who only participated in one meal. Food item liking scores were positively correlated with the percentage of students who had tried the particular foods (r = 0.52, p < 0.001), and the number of foods tried was dependent on both grade level and meal participation category (F(4, 21,531) = 10.994, p < 0.001). In this survey of students, both grade level and meal participation category were found to be related to the liking of foods, while foods that were tried more often tended to be liked more. Future studies should consider grade level and meal participation when exploring student preferences. School nutrition programs should also consider these factors when assessing satisfaction.

scholarly journals Are Nutrition Standards for Beverages in Schools Associated with Healthier Beverage Intakes among Adolescents in the US?

Nutrients ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 75
Author(s):  
Jamie F. Chriqui ◽  
Julien Leider ◽  
Juliana F. W. Cohen ◽  
Marlene Schwartz ◽  
Lindsey Turner
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Secondary School Student ◽  
School Nutrition ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Cost Study

Under the U.S. Department of Agriculture’s Smart Snacks in School standards, beverages sold in schools are restricted to water, flavored or unflavored non-fat milk or unflavored low-fat milk (and milk alternatives), and 100% fruit and vegetable juices; and, at the high school level, diet (≤10 kcal), low-calorie (≤60 kcal), and caffeinated beverages may also be sold. Using data from the School Nutrition and Meal Cost Study, this study examined whether secondary school student beverage consumption was associated with school-level à la carte and vending machine beverage availability, controlling for district, school, and student characteristics. On average, most beverages sold in middle schools (84.54%) and high schools (74.11%) were Smart Snacks compliant; while 24.06 percent of middle school students and 14.64 percent of high school students reported consuming non-compliant beverages, including non-compliant milk, fruit drinks, and sports or energy drinks. School beverage availability was not related to consumption among middle school students; however, high school students were less likely to consume non-compliant beverages when enrolled in schools that sold a higher proportion of compliant beverages (Range: OR = 0.97–0.98, 95% CI = 0.95, 1.00). Findings from this study build upon prior research illustrating the role that schools can play in influencing student dietary intake.

scholarly journals Energy Drink Consumption and Substance Use among Middle and High School Students

2020 ◽  
Vol 17 (9) ◽  
pp. 3110
Author(s):  
Hugues Sampasa-Kanyinga ◽  
Lydie Masengo ◽  
Hayley A. Hamilton ◽  
Jean-Philippe Chaput
Keyword(s):  
High School ◽  
Middle School ◽  
Substance Use ◽  
High School Students ◽  
Middle School Students ◽  
Cigarette Smoking ◽  
Grade Level ◽  
Energy Drink ◽  
School Students ◽  
Energy Drink Consumption

This study examined the association between energy drink consumption and substance use among adolescents and tested whether sex and/or grade level (i.e., middle vs. high school) moderate the association. Data were derived from the 2017 Ontario Student Drug Use and Health Survey, a representative survey of students in 7th to 12th grade. Analyses included 10,662 students who self-reported information on energy drink consumption and substance use. Poisson regression models were used with adjustments for important covariates. Energy drink consumption was associated with tobacco cigarette smoking (incidence rate ratio (IRR): 3.74; 95% confidence interval (CI): 3.22–4.35), cannabis use (IRR: 2.90; 95% CI: 2.53–3.32), binge drinking (IRR: 2.46; 95% CI: 2.05–2.96), opioid use (IRR: 2.23; 95% CI: 1.85–2.68), and alcohol use (IRR: 1.31; 95% CI: 1.26–1.36). The associations of energy drink consumption with tobacco cigarette smoking, cannabis use, and alcohol consumption were modified by grade level (two-way interaction terms p < 0.05). The association between energy drink consumption and substance use was generally much stronger among middle school students compared with high school students. The findings suggest that middle school students may be more vulnerable to the negative effects of energy drinks in relation with substance use.

Self-Evaluation Accuracy among High School and Middle School Instrumentalists

2005 ◽  
Vol 53 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Michael P. Hewitt
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Grade Level ◽  
Music Performance ◽  
School Students ◽  
Self Evaluation ◽  
Grade Levels ◽  
Grade Level Differences ◽  
Evaluation Accuracy

The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.

scholarly journals Nonfatal Injuries Among Middle-School and High-School Students in Guangxi, China

2005 ◽  
Vol 95 (11) ◽  
pp. 1989-1995 ◽  
Author(s):  
Guanmin Chen ◽  
Gary A. Smith ◽  
Shusong Deng ◽  
Sarah Grim Hostetler ◽  
Huiyun Xiang
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
School Students ◽  
Nonfatal Injuries

Financial Literacy

2017 ◽  
pp. 80-106
Author(s):  
Adriana Berenice Valencia Álvarez ◽  
Jaime Ricardo Valenzuela González
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Financial Literacy ◽  
Conceptual Knowledge ◽  
Self Report ◽  
Financial Knowledge ◽  
Financial Behavior ◽  
School Students ◽  
Public And Private

Financial literacy is a combination of financial knowledge, attitudes and behaviors, key for making informed decisions and for solving financial problems. This descriptive study explored the applied, conceptual and procedural financial knowledge of 243 Mexican students via three financial knowledge tests. In addition, these students were surveyed about their financial behavior, their attitudes towards money, and their experience with money using a self-report questionnaire. The study aims to identify financial-education needs and gaps between school levels and systems. Therefore, the analysis focuses on the differences and similarities between two subgroups: (1) students in public and in private education, and between (2) middle school (ages 12 to 15) and high school students (ages 15 to 18). Middle school and high school students differed significantly only in their conceptual knowledge and in their financial experience, while public and private students showed statistical significant differences on their financial knowledge, behavior, attitudes and experience.

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