Weller Kathryn E, Greene Geoffrey W, Redding Colleen A, Paiva Andrea L, Lofgren Ingrid, Nash Jessica T, Kobayashi Hisanori
Department of Nutrition and Food Sciences, University of Rhode Island, Kingston, RI.
Department of Nutrition and Food Sciences, University of Rhode Island, Kingston, RI.
J Nutr Educ Behav. 2014 Sep-Oct;46(5):324-33. doi: 10.1016/j.jneb.2014.01.002. Epub 2014 Mar 5.
To develop and validate an instrument to assess environmentally conscious eating (Green Eating [GE]) behavior (BEH) and GE Transtheoretical Model constructs including Stage of Change (SOC), Decisional Balance (DB), and Self-efficacy (SE).
Cross-sectional instrument development survey.
SETTING/PARTICIPANTS: Convenience sample (n = 954) of 18- to 24-year-old college students from a northeastern university.
The sample was randomly split: (N1) and (N2). N1 was used for exploratory factor analyses using principal components analyses; N2 was used for confirmatory analyses (structural modeling) and reliability analyses (coefficient α). The full sample was used for measurement invariance (multi-group confirmatory analyses) and convergent validity (BEH) and known group validation (DB and SE) by SOC using analysis of variance.
Reliable (α > .7), psychometrically sound, and stable measures included 2 correlated 5-item DB subscales (Pros and Cons), 2 correlated SE subscales (school [5 items] and home [3 items]), and a single 6-item BEH scale. Most students (66%) were in Precontemplation and Contemplation SOC. Behavior, DB, and SE scales differed significantly by SOC (P < .001) with moderate to large effect sizes, as predicted by the Transtheoretical Model, which supported the validity of these measures.
Successful development and preliminary validation of this 25-item GE instrument provides a basis for assessment as well as development of tailored interventions for college students.
开发并验证一种工具，以评估具有环境意识的饮食（绿色饮食[GE]）行为（BEH）以及GE跨理论模型的构成要素，包括改变阶段（SOC）、决策平衡（DB）和自我效能感（SE）。
横断面工具开发调查。
设置/参与者：来自一所东北部大学的18至24岁大学生的便利样本（n = 954）。
样本被随机分为两组：（N1）和（N2）。N1用于使用主成分分析进行探索性因素分析；N2用于验证性分析（结构建模）和可靠性分析（系数α）。整个样本用于测量不变性（多组验证性分析）、收敛效度（BEH）以及通过使用方差分析按SOC进行已知组验证（DB和SE）。
可靠（α>.7）、心理测量学上合理且稳定的测量指标包括2个相关的5项DB子量表（利弊）、2个相关的SE子量表（学校[5项]和家庭[3项]）以及一个单一的6项BEH量表。大多数学生（66%）处于未考虑和考虑阶段的SOC。行为、DB和SE量表在SOC方面存在显著差异（P<.001），效应大小为中等到较大，如跨理论模型所预测，这支持了这些测量指标的有效性。
这种25项GE工具的成功开发和初步验证为评估以及为大学生制定量身定制的干预措施提供了基础。
