Development Of A Preliminary Scale To Measure Diet Related Self Efficacy And Autonomy Of Children And Adolescents
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Development of a Preliminary Scale to Measure Diet-Related Self-Efficacy and Autonomy of Children and Adolescents
During childhood and adolescence, individuals become more independent from their parents and start making more decisions on their own, especially in terms of their diets and food choices. In understanding children and adolescents' food choices, cognitive and socio-emotional factors are often neglected. Social Cognitive Theory and Self-Determination Theory were used to develop a scale to measure children and adolescents' level of diet-related self-efficacy and autonomy. Previous literature has explored self-efficacy in relation to food consumption (Anderson, Richard, Winett, Wojcik, 2007) and more broadly, components of obesity prevention programs (Contento, Koch, Lee, Calabrese-Barton, 2010). However, there are no instruments in the field of nutrition that measure self-efficacy and autonomy in the context of healthy eating behavior using MyPlate guidelines as standard criteria. We utilized a validation process with the Delphi Method (N=5), cognitive interviews (N=3), and a preliminary pilot test (N=68). The preliminary scale included 3 components for baseline knowledge, 40 self-efficacy items, and 44 autonomy items. Tests for reliability and validity (Cronbach's alpha, item-total correlation, Mann-Whitney U, and Confirmatory Factor Analysis) resulted in three subscales for self-efficacy (Dietary Habits ... = .756; Balanced Diet ... = .914; Junk Foods/Snacks ... =.856) and two subscales for autonomy (Volitional Choice/Self-governance ... = .787 and Without the influence of others ... = .624). This study provides researchers with a scale to encourage the use of different theories and theoretical constructs such as self-efficacy and autonomy to better understand the components that may need to be incorporated into future obesity prevention programs in this age group.
Parenting Matters
Author: National Academies of Sciences, Engineering, and Medicine
language: en
Publisher: National Academies Press
Release Date: 2016-11-21
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Food Literacy
Globally, the food system and the relationship of the individual to that system, continues to change and grow in complexity. Eating is an everyday event that is part of everyone’s lives. There are many commentaries on the nature of these changes to what, where and how we eat and their socio-cultural, environmental, educational, economic and health consequences. Among this discussion, the term "food literacy" has emerged to acknowledge the broad role food and eating play in our lives and the empowerment that comes from meeting food needs well. In this book, contributors from Australia, China, United Kingdom and North America provide a review of international research on food literacy and how this can be applied in schools, health care settings and public education and communication at the individual, group and population level. These varying perspectives will give the reader an introduction to this emerging concept. The book gathers current insights and provides a platform for discussion to further understanding and application in this field. It stimulates the reader to conceptualise what food literacy means to their practice and to critically review its potential contribution to a range of outcomes.