Date of Original Version
To examine the association between nutrition knowledge, attitudes, and fruit/vegetable intake among Head Start teachers and their classroom mealtime behaviors (self-reported and observed).
Cross-sectional design using observation and survey.
Sixteen Head Start centers across Rhode Island between September, 2014 and May, 2015.
Teachers were e-mailed about the study by directors and were recruited during on-site visits. A total of 85 participants enrolled through phone/e-mail (19%) or in person (81%).
MAIN OUTCOME MEASURES:
Independent variables were nutrition knowledge, attitudes, and fruit/vegetable intake. The dependent variable was classroom mealtime behaviors (self-reported and observed).
Regression analyses conducted on teacher mealtime behavior were examined separately for observation and self-report, with knowledge, attitudes, and fruit and vegetable intake as independent variables entered into the models, controlling for covariates.
Nutrition attitudes were positively associated with teacher self-reported classroom mealtime behavior total score. Neither teacher nutrition knowledge nor fruit/vegetable intake was associated with observed or self-reported classroom mealtime behavior total scores.
CONCLUSION AND IMPLICATIONS:
There was limited support for associations among teacher knowledge, attitudes, and fruit/vegetable intake, and teacher classroom mealtime behavior. Findings showed that teacher mealtime behavior was significantly associated with teacher experience.
Halloran, K., M, Gorman, K., Fallon, M., & Tovar, A. (2018). Nutrition Knowledge, Attitudes, and Fruit and Vegetable Intake as Predictors of Head Start Teachers' Classroom Mealtime Behaviors. Journal of Nutrition Education and Behavior, 50(4), 340-348. doi: 10.1016/j.jneb.2017.10.015
Available at: http://dx.doi.org/10.1016/j.jneb.2017.10.015