Department of Food, Bioprocessing, and Nutrition Sciences, North Carolina State University, Raleigh, NC.
J Nutr Educ Behav. 2013 Nov-Dec;45(6):793-9. doi: 10.1016/j.jneb.2013.05.001. Epub 2013 Jun 22.
Using the Information-Motivation-Behavioral Skills model as a framework, researchers qualitatively assessed preschool teachers' perceived motivation, facilitators, and barriers related to getting preschool children to eat fruits and vegetables (FV).
Individual, semi-structured interviews with 28 Head Start teachers in central North Carolina.
Participants reported the need for FV-related information (Information) to improve FV consumption in children, perceived themselves to be parents at school (Motivation), and reported using conditional rewards and punishment statements to get preschoolers to eat FV (Behavioral Skills).
Nutrition educators may use the Information-Motivation-Behavioral Skills model to develop education materials targeting increases in preschoolers' FV consumption. To motivate preschool teachers who see themselves as parents at school (Motivation), nutrition educators can provide teachers with FV-related information that was reported as their needs (Information), and supportive feeding practices (Behavioral Skills) to get preschoolers to consume FV.
研究人员以信息-动机-行为技能模型为框架，定性评估了幼儿园教师对促使学龄前儿童食用水果和蔬菜（FV）的看法，包括他们的感知动机、促进因素和障碍。
对北卡罗来纳州中部的 28 名 Head Start 教师进行了个人、半结构化访谈。
参与者报告称，需要与 FV 相关的信息（信息）来改善儿童的 FV 摄入量，他们认为自己是学校里的家长（动机），并报告说使用有条件的奖励和惩罚语句来让学龄前儿童食用 FV（行为技能）。
营养教育者可以使用信息-动机-行为技能模型来开发针对增加学龄前儿童 FV 摄入量的教育材料。为了激励那些将自己视为学校里的家长的幼儿园教师（动机），营养教育者可以为教师提供他们所需要的 FV 相关信息（信息），以及支持性喂养行为（行为技能），以促使学龄前儿童食用 FV。
