台北市實施和未實施學校午餐國小六年級學童營養知識,態度和飲食行為之比較與相關因素的探討

Comparisions of nutrition knowledge, attitude and dietary practices of 6th grade students of elementary schools with and without school lunch program in Taipei

蕭千祐(Qian-You Xiao)

指導教授 ： 蘭淑貞

臺北醫學大學/公共衛生暨營養學院/保健營養學研究所/碩士(1997年)

摘要

The purpose of the study was to compare nutrition knowledge(K), attitude(A) and dietary practices(P) of 6th grade students in elementary schools with and without school lunch program in Taipei. Schools with school lunch program are designated as SLP group and those without school lunch program are designated as NSLP group. Four hundreds and forty four 6th grade students participated in the study: 208 students came from sev en elementary schools with school lunch program (SLP group) while 206 stu dents were from seven elementary schools without school lunch program (NSLP group) which were randomly selected from those located near elementary schools with SLP. Questionnaires for students and principals were developed to collect data for the study. Each school was visited and questionnaires for students were administered to the students of one class selected randomly. Questionnaires for principals were mailed and returned in self-addressed envelop. After 1. Students (1) No significant differences in K and A between SLP and NSLP groups; but P in SLP group was better than that in NSLP group (T=1.9996, p<0.05). (2) In SLP group, there was a positive correlation between K and A (r=0.27, p<0.001) , no correlation between K and P (r=0.11, p=0.09) , a positive correlation between K and A (r=0.32, p<0.01, p<0.001) . In NSLP group, there was a positive correlation in K & A, K & P, and A & P (KA : r=0.26, p<0.001 ; KP : r=0.33, p<0.001 ; AP : r=0.31, p<0.001) . (3) Student characteristics selected in the study included sex, height, weight, height, the number of brothers and sisters, birth order, degree of interest in nutrition knowledge, self-evaluated K and nutrition education. In SLP group, birth order and nutrition education had significant influence on K (F=4.74, p<0.01 ; F=6.70, p<0.05). K of those whose birth order were the first order was better than that of those who were not. K of those who were not on nutrition education program was better than that of those who were on . Sex and the degree of interest in K had significant influence on A (F=4.77, p<0.05 ; F=5.54, p<0.01). Boys'' A was better than girls''. A of the students who were interested in K was better than that of those who were not. Self- evaluated K and nutrition education had significant influenced on P (F=8.45, p<0.001 ; F=4.55,p<0.05 ; F=3.97, p<0.05). P of the students interested in K was better than that of those not. P of the students who evaluated their K as good was better than that of those evaluated themselves as bad P of students on nutrition education program was better than that of those on no nutrition education program. In NSLP group, the number of brothers and sisters and education level of parents had significant influence in K (F=3.18, p<0.05 ; F=4.28, p<0.01 ; F=12.05, p<0.001 ; F=12.38, p<0.001). K of those who had two brothers and sisters was better than that of those who had four brothers and sisters. K of the students whose parents were better educated was better that those whose parents were less-educated. Degree of interest in K had significant influence on A (F=3.43, p<0.05). A of the students interested in K was better than that of those of no interest. Sex, birth order, the education level of parents , degree of interest in K, and self-evaluated knowledge had significant influence on P (F=6.29, p<0.05 ; F=4.22, p<0.01 ; F=8.09, p<0.001 ; F=12.17, p<0.001 ; F=12.22, p< 0.001 ; F=3.71, p<0.05). Boys'' P was better than girls''. P of the students with first birth order was better than that of those with the last. P of the students whose parents were higher educated than that of those whose parents were less educated. P of the students interested in K was better than that of those of no interest. P of those who evaluated their K as good was better than that of those evaluated their K as bad. 2. Principals (1) According to the principals'' response, Most of nutrition education planners were teachers, deans of students, prefects of students, chiefs of general affairs, chiefs of public health and nurses in both SLP and NSLP groups. Two dietitians involved in nutrition education planning in SLP group. Nutrition educators were almost the same as nutrition education planers. But no dietitians were nutrition educators in SLP group. Most of principals thought that dietitians should take charge of nutrition education. (2) Most of teaching materials for nutrition education were homemade, or from Ministry of Education, Ministry of Health or purchased. The ways of carrying out nutrition education were posters, teaching in the class room, holding variety of activities or events, inviting nutritionists or professional experts to give seminar and publishing nutrition-related issues. Most principals suggested that supplementation and development of nutrition education be in the direction of training teachers to teach nutrition, promoting publications of nutrition information, making video tapes, making computer software , holding variety of activities, education and training. (3) Of nine elementary schools where nutrition education were conducted, five principals felt satisfactory, two were neutral, five were not satisfactory, Of fourteen elementary schools, seven principals thought that nutrition education as very important, five though that nutrition education as important, two thought nutrition education as not very important, Of five elementary schools where nutrition education were not conducted, their principals expressed that they planed to conduct nutrition education in the future. Regarding the teaching materials for nutrition education, eleven principals felt inadequacy, three expressed not bad. As to information on foods and nutrition in the library, six principals felt few and eight expressed "ordinary", which meant no more and no less.

關鍵字

營養知識 ； 營養態度 ； 飲食行為 ； 營養教育 ； 營養學 ； 健康

並列摘要

無資料

並列關鍵字

nutrition knowledge ； nutrition attitude ； dietary practices ； nutrition education ； Nutrition education ； NUTRITION ； HEALTH