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Development and formative evaluation of a nutrition education curriculum aimed at reducing fat intake in Taiwan elementary students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Development and formative evaluation of a nutrition education curriculum aimed at reducing fat intake in Taiwan elementary students./
作者:	Ma, Frances Chang.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1996,
面頁冊數:	171 p.
附註:	Source: Dissertations Abstracts International, Volume: 58-04, Section: B.
Contained By:	Dissertations Abstracts International58-04B.
標題:	Nutrition. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9635996
ISBN:	9780591018363

Development and formative evaluation of a nutrition education curriculum aimed at reducing fat intake in Taiwan elementary students.
Ma, Frances Chang.

Development and formative evaluation of a nutrition education curriculum aimed at reducing fat intake in Taiwan elementary students. - Ann Arbor : ProQuest Dissertations & Theses, 1996 - 171 p.

Source: Dissertations Abstracts International, Volume: 58-04, Section: B.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996.

This item must not be sold to any third party vendors.

Taiwan, like many other Pacific Asian countries has experienced great economic growth in the past four decades, bringing with it changes in dietary intakes. Daily availability of calories has increased 150% to 2970 Kcal, and fat 578% to 137 gm. Nutrition education is not provided or possible in schools. Consequently a 15-week, fat reduction curriculum for fifth graders was designed and implemented as part of required after-school enrichment classes. The nutrition content was based on using a Traffic Light Analogy where foods are placed into Red, Yellow, and Green categories and emphasized eating traditional Chinese low fat foods. The education framework was Social Cognitive Theory and emphasized providing practice in the skills of self-monitoring, goal-setting, and self-management. A pre-post, intervention, and comparison school design was used when random assignment to condition and random selection of four fifth grade classes within each school (n = 256). Significant $(p<.001)$ pre-post differences were found for all knowledge and skills, attitude, and behavioral scores for intervention students but not comparison students. Significant $(p<.001)$ differences for intervention versus comparison students were found at the post-test for four out of five knowledge and skills subscales, the three attitude subscales, and one of the two behavior intention subscales: general food choices and preference for low fat foods. Frequency of intake of specific targeted low fat foods and related food practices increased in both intervention and comparison groups. At six-month follow-up test, the knowledge and skills and behavioral intention scores showed significant decrease from the post-test. However, the scores were still significantly $(p<.001$ and $<.01$ respectively) higher than the pre-test. Attitude scores did not decrease at the follow-up test and showed sustained impact. Food intake frequency scores were not different from the post-test and remained significantly $(p<.001)$ higher than at pre-test.

ISBN: 9780591018363Subjects--Topical Terms:

517777
Nutrition.

Development and formative evaluation of a nutrition education curriculum aimed at reducing fat intake in Taiwan elementary students.
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520 $a Taiwan, like many other Pacific Asian countries has experienced great economic growth in the past four decades, bringing with it changes in dietary intakes. Daily availability of calories has increased 150% to 2970 Kcal, and fat 578% to 137 gm. Nutrition education is not provided or possible in schools. Consequently a 15-week, fat reduction curriculum for fifth graders was designed and implemented as part of required after-school enrichment classes. The nutrition content was based on using a Traffic Light Analogy where foods are placed into Red, Yellow, and Green categories and emphasized eating traditional Chinese low fat foods. The education framework was Social Cognitive Theory and emphasized providing practice in the skills of self-monitoring, goal-setting, and self-management. A pre-post, intervention, and comparison school design was used when random assignment to condition and random selection of four fifth grade classes within each school (n = 256). Significant $(p<.001)$ pre-post differences were found for all knowledge and skills, attitude, and behavioral scores for intervention students but not comparison students. Significant $(p<.001)$ differences for intervention versus comparison students were found at the post-test for four out of five knowledge and skills subscales, the three attitude subscales, and one of the two behavior intention subscales: general food choices and preference for low fat foods. Frequency of intake of specific targeted low fat foods and related food practices increased in both intervention and comparison groups. At six-month follow-up test, the knowledge and skills and behavioral intention scores showed significant decrease from the post-test. However, the scores were still significantly $(p<.001$ and $<.01$ respectively) higher than the pre-test. Attitude scores did not decrease at the follow-up test and showed sustained impact. Food intake frequency scores were not different from the post-test and remained significantly $(p<.001)$ higher than at pre-test.
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