KaydedilenlerDerginizi ekleyin

Dergiler / Toros University Journal of Food Nutrition and Gastronomy / 2026 / Cilt: 3 Sayı: 1

The effect of sustainable food literacy education on primary school nutrition attitudes and behaviours

Mutlu Tuçe Ülker(ISTINYE UNIVERSITY, FACULTY OF HEALTH SCIENCES)0000-0002-1757-5084
Funda Elmacioglu(İSTİNYE ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ)0000-0001-8887-4615
Hafize Sema Büyükateş(İSTİNYE ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ)0009-0007-2564-774X
Aysu Özdemir(İSTİNYE ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ)0009-0000-4781-6216
Halime Kuşçu(İSTİNYE ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ)0009-0009-3398-5313
Sümeyye Nur Gündüz(İSTİNYE ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ)0000-0002-8867-8873
Sayfa
29–34
Yayın Tarihi
2024-07-08
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Nutrition education can help chil-dren make nutritional choices that support lifelong healthy habits and contribute to reduction in future government health expenditures.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Permanent habits are acquired during childhood.
📊
Temel Bulgular & Veri:One received a 10-week sustainable nutrition education that included education on comprehensive nutrition; the other while the received no intervention (the control group).
💡
Sonuç & Katkı:Nutrition education can help chil-dren make nutritional choices that support lifelong healthy habits and contribute to reduction in future government health expenditures.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:nutrition education · adequate-balanced nutrition · sustainable nutrition

Abstract

Permanent habits are acquired during childhood. Nutritional behaviors acquired during this period persist throughout life. Nutrition education in schools can raise awareness about ade-quate and balanced nutrition and sustainable food sources that preserve the environment. Two primary schools with similar socioeconomic status in Istanbul were selected for the study. One received a 10-week sustainable nutrition education that included education on comprehensive nutrition; the other while the received no intervention (the control group). Evaluations before and after the intervention revealed the changes in the nutritional knowledge of the students. The overall effectiveness of the nutrition education was assessed after the intervention.158 students participated to the study. A significant difference occurred before and after the in-tervention in the nutritional behaviors and attitudes of the students (p<0.05). The mean Nutri-tion Behavior and Nutrition Attitude Scale scores of the students in the intervention group were higher after the intervention than they were before. There was no significant difference in the pretest and posttest scale scores of the control group. Nutrition education can help chil-dren make nutritional choices that support lifelong healthy habits and contribute to reduction in future government health expenditures.

🔖

Bu Makaleye Atıf Yap

Ülker, M. T., Elmacioglu, F., Büyükateş, H. S., Özdemir, A., Kuşçu, H., Gündüz, S. N. (2024). The effect of sustainable food literacy education on primary school nutrition attitudes and behaviours. Toros University Journal of Food Nutrition and Gastronomy, Cilt: 3 Sayı: 1, 29–34. https://doi.org/10.58625/jfng-2472

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (15)

  1. Dike, I. C., Ebizie, E. N., Chukwuone, C. A., Ejiofor, N. J., Anowai, C. C., Ogbonnaya, E. K., Ugwu, E. I., Nkechinyere, U. S., Chigbu, E. F., Ezeaku, M. N., Nnadi, G. C., Ihuoma, E. C., Gera, N. P., Chikwendu, J. N., & Vasireddy, D. (2021). Effect of community-based nutritional counseling intervention on children’s eating habits. Medicine (United States), 100(30), E26563. https://doi.org/10.1097/MD.0000000000026563.
  2. World Health Organization. (2017). Adolescent obesity and related behaviours: trends and inequalities in the WHO region 2002-2014. World Health Organization, Regional Office for Europe,87. http://www.euro.who.int/__data/assets/pdf_file/0019/339211/WHO_ObesityReport_2017_v3.pdf.
  3. Yilmaz, M., Ağartioğlu Kundakçi, G., Uyanik, G., Ongan, D., Yildirim Sari, H., Akay, N., Algül, E., & Yildirim, A. (2022). İlkokul öğrencilerinin obezite, fiziksel aktivite ve özetkil-ilik-yeterlilik düzeylerinin incelenmesi. Ahi Evran Med. J, 6(2), 174–183. https://doi.org/10.46332/aemj.841750.
  4. Yardımcı, H., & Özçelik, A. (2015). Üniversite öğrencilerinin öğün düzenleri ve beslenme eğitiminin beslenme bilgisine etkisi. Bes Diy Der, 43(1), 19–26.
  5. Yolcuoğlu, İ. Z., & Kızıltan, G. (2021). Beslenme eğitiminin diyet kalitesi, sürdürülebilir beslenme ve yeme davranışlarına etkisi. Başkent Ünv Sağlık Bilimleri Fakültesi Derg., 6(1), 77–90. http://hdl.handle.net/11727/6581.
  6. Xu, H., Li, Y., Du, S., Zhang, Q., Liu, A., Sun, J., & Ma, G. (2020). Cost–utility and cost–benefit analyses of school-based obesity prevention program. BMC Public Health, 20(1), 1–7. https://doi.org/10.1186/s12889-020-09718-x.
  7. Haney, M. Ö., & Rdoğan, S. E. (2013). Sağlık Davranışı Etkileşim Modeli: Çocukların Beslenme Alışkanlıklarını Belirlenmek İçin Bir Rehber. 6(4), 218–223. https://dergipark.org.tr/tr/download/article-file/753451
  8. Çeltek Orhan, Ö., Karayagız Muslu, G., Manav, G., & Kara, R. (2022). An investigation of the relationship between nutritional behaviours and nutritional self-efficacy in children. Child: Care, Health and Development, 48(5), 744–750. https://doi.org/10.1111/cch.12982.
  9. Lenhard, W., & Lenhard, A. (2016). Computation of effect sizes. Retrieved from: https://www.psychometrica.de/effect_size.html. Psychometrica.
  10. Verjans-Janssen, S. R. B., Van De Kolk, I., Van Kann, D. H. H., Kremers, S. P. J., & Gerards, S. M. P. L. (2018). Effectiveness of school-based physical activity and nutrition interventions with direct parental involvement on children’s BMI and energy bal-ance-related behaviors - A systematic review. PLoS ONE, 13(9), 1–24. https://doi.org/10.1371/journal.pone.0204560.
  11. Collado-Soler, R., Alférez-Pastor, M., Torres, F. L., Trigueros, R., Aguilar-Parra, J. M., & Navarro, N. (2023). A systematic review of healthy nutrition intervention programs in kindergarten and primary education. Nutrients, 15(3), 1–19. https://doi.org/10.3390/nu15030541.
  12. Kuwahara, M., & Eum, W. (2022). Effects of childhood nutrition education from school and family on eating habits of japanese adults. Nutrients, 14(12). https://doi.org/10.3390/nu14122517.
  13. Yu, H. J., Li, F., Hu, Y. F., Li, C. F., Yuan, S., Song, Y., Zheng, M., Gong, J., & He, Q. Q. (2020). Improving the metabolic and mental health of children with obesity: A school-based nutrition education and physical activity intervention in Wuhan, China. Nutrients, 12(1), 1–11. https://doi.org/10.3390/nu12010194.
  14. Teo, C. H., Chin, Y. S., Lim, P. Y., Masrom, S. A. H., & Shariff, Z. M. (2019). School-based intervention that integrates nutrition education and supportive healthy school food environ-ment among Malaysian primary school children: a study protocol. BMC Public Health, 19(1), 1427. https://doi.org/10.1186/s12889-019-7708-y.
  15. Haney, M. Ö., & Rdoğan, S. E. (2013). Sağlık Davranışı Etkileşim Modeli: Çocukların Beslenme Alışkanlıklarını Belirlenmek İçin Bir Rehber. 6(4), 218–223. https://dergipark.org.tr/tr/download/article-file/753451