skip to main content
Ngôn ngữ:
Giới hạn tìm kiếm: Giới hạn tìm kiếm: Dạng tài nguyên Hiển thị kết quả với: Hiển thị kết quả với: Chỉ mục

A Mixed‐Methods Comparison of Classroom Context During Food, Health & Choices, a Childhood Obesity Prevention Intervention

Burgermaster, Marissa ; Koroly, Jenna ; Contento, Isobel ; Koch, Pamela ; Gray, Heewon L.

Journal of School Health, November 2017, Vol.87(11), pp.811-822 [Tạp chí có phản biện]

ISSN: 0022-4391 ; E-ISSN: 1746-1561 ; DOI: 10.1111/josh.12556

Toàn văn không sẵn có

Phiên bản sẵn có
Trích dẫn Trích dẫn bởi
  • Nhan đề:
    A Mixed‐Methods Comparison of Classroom Context During Food, Health & Choices, a Childhood Obesity Prevention Intervention
  • Tác giả: Burgermaster, Marissa ; Koroly, Jenna ; Contento, Isobel ; Koch, Pamela ; Gray, Heewon L.
  • Chủ đề: Childhood Obesity ; Energy Balance ; Mixed Methods ; Nutrition Education
  • Là 1 phần của: Journal of School Health, November 2017, Vol.87(11), pp.811-822
  • Mô tả: Background: Schools are frequent settings for childhood obesity prevention; however, intervention results are mixed. Classroom context may hold important clues to improving these interventions. Methods: We used mixed methods to examine classroom context during a curriculum intervention taught by trained instructors in fifth grade classrooms. We identified classrooms with high and low buy-in using cluster analysis and compared intervention delivery and reception, student energy balance-related behavior, and student perceptions about supports and barriers to energy balance. Results: Delivery and reception did not differ between the groups. Between-group differences in unhealthy behaviors were smaller at posttest, due to improvement in low buy-in classes. Although student perceptions of supports and barriers to energy balance were similar across groups, students in high buy-in classes indicated food preferences as a support while students in low buy-in classes indicated food preferences as a barrier. Neighborhood environment emerged as a universal barrier. Conclusions: Trained instructors may improve intervention delivery and reception regardless of classroom context. Social norms could explain high levels of unhealthy behavior in low buy-in classes at baseline; improvement at posttest suggests that the curriculum may have motivated change. All children need more strategies and supportive policies to overcome a challenging food environment.
  • Số nhận dạng: ISSN: 0022-4391 ; E-ISSN: 1746-1561 ; DOI: 10.1111/josh.12556

Đang tìm Cơ sở dữ liệu bên ngoài...