Objective: To increase nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy among 3rd- to 5th-grade students after a 6-week school-based nutrition education intervention. Design: Quasi-experimental pre–post design. Setting: Title I elementary schools, South Plains, West Texas. Method: A nutrition education curriculum informed by social cognitive theory was developed and implemented in four Title I elementary schools. A total of 115 children from 3rd to 5th grade (age range: 8–11 years) participated and completed both baseline and post-intervention surveys. The intervention included class-based nutrition education for 25 minutes, and a cooking and tasting session for 20 minutes each week. Nutrition handouts on fruit and vegetable were sent to parents. Face-to-face survey questionnaires were administered on nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy during pre- and post-surveys. Changes in mean score of nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy were analysed using paired t-tests. Results: Participants showed significant improvements in nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy after the intervention. Conclusion: Study results suggest that a brief 6-week multi-component and school-based nutrition education intervention had the potential to engage students and create health-promoting behaviours.

中文翻译：

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营养教育干预对小学生果蔬消费相关饮食行为因素的影响

目的：通过为期6周的校本营养教育干预，提高3-5年级学生的营养知识、果蔬偏好、饮食和烹饪自我效能感。设计：准实验性的前后设计。设置：Title I 小学，南平原，西德克萨斯。方法：基于社会认知理论的营养教育课程在四所第一类小学开发和实施。共有 115 名 3 至 5 年级的儿童（年龄范围：8-11 岁）参与并完成了基线和干预后调查。干预包括基于课堂的营养教育 25 分钟，以及每周 20 分钟的烹饪和品尝课程。向父母发送了有关水果和蔬菜的营养讲义。在调查前和调查后，对营养知识、果蔬偏好、果蔬食用和烹饪自我效能感进行了面对面的调查问卷。使用配对t检验分析营养知识、水果和蔬菜偏好、水果和蔬菜食用和烹饪自我效能的平均得分的变化。结果：参与者在干预后在营养知识、水果和蔬菜偏好、饮食和烹饪自我效能方面表现出显着改善。结论：研究结果表明，为期 6 周的简短的多组成部分和以学校为基础的营养教育干预有可能吸引学生并创造促进健康的行为。使用配对t检验分析营养知识、水果和蔬菜偏好、水果和蔬菜食用和烹饪自我效能的平均得分的变化。结果：参与者在干预后在营养知识、水果和蔬菜偏好、饮食和烹饪自我效能方面表现出显着改善。结论：研究结果表明，为期 6 周的简短的多组成部分和以学校为基础的营养教育干预有可能吸引学生并创造促进健康的行为。使用配对t检验分析营养知识、水果和蔬菜偏好、水果和蔬菜食用和烹饪自我效能的平均得分的变化。结果：参与者在干预后在营养知识、水果和蔬菜偏好、饮食和烹饪自我效能方面表现出显着改善。结论：研究结果表明，为期 6 周的简短的多组成部分和以学校为基础的营养教育干预有可能吸引学生并创造促进健康的行为。