Wageningen Food & Biobased Research, Consumer Science and Health, Bornse Weilanden 9, 6708, WG, Wageningen, the Netherlands.
Wageningen University, Marketing and Consumer Behaviour Group, Hollandseweg 1, 6706, KN, Wageningen, the Netherlands.
Appetite. 2019 Jun 1;137:163-173. doi: 10.1016/j.appet.2019.02.011. Epub 2019 Feb 26.
Children's breakfast habits are suboptimal. A novel school-based education programme was developed and tested with the aim of improving children's attitude, knowledge and breakfast quality. A pre- and post-test design was used with four conditions: group-based education, role modelling, tailored feedback with goal setting, and a combination of these three delivery modes. Two hundred eighty children from disadvantaged communities (9.3 ± 0.8 years) participated in three lessons at school over a two-month period. Children's attitude, knowledge and breakfast behaviour were evaluated by a pre- and post-questionnaire completed by the children. A follow-up measure was executed at 24 weeks. The data were analysed by repeated measures ANOVA. At baseline, 90% of the children ate breakfast on the measurement day; 60-76% of the children ate breakfast daily. Between pre- and post-test, a significant time effect was found for children's attitude, self-efficacy, knowledge and behaviour (all p < 0.05). Children in the feedback condition improved most favourably: correct classification of breakfast products increased by 10 products (out of 44) and breakfast quality score improved by 25 points (on a 100-point scale). The feedback condition also resulted in positive changes in the home setting. The follow-up test showed a decline in children's knowledge and their breakfast quality across conditions. To conclude, this study showed that a three-lesson school programme based on individual feedback and goal setting is most effective for changing knowledge on breakfasting and self-reported breakfast quality among children aged 8-10 years living in disadvantaged neighbourhoods. To maintain effectiveness, longer-term programmes embedded in the school curriculum are needed to enhance breakfast quality. Future research should explore the optimal duration and intensity of such programmes and should incorporate the topic of suitable portion sizes.
儿童的早餐习惯不尽人意。本研究开发并测试了一种基于学校的新型教育方案，旨在改善儿童的态度、知识和早餐质量。采用了预测试和后测试设计，有四种条件：基于小组的教育、角色扮演、设定目标的个性化反馈以及这三种方式的组合。280 名来自贫困社区的 9.3±0.8 岁儿童参加了为期两个月、共三节课的学校课程。通过儿童填写的预测试和后测试问卷来评估儿童的态度、知识和早餐行为。在 24 周时进行了随访测量。数据采用重复测量方差分析进行分析。在基线时，90%的儿童在测量日吃早餐；60-76%的儿童每天吃早餐。在预测试和后测试之间，儿童的态度、自我效能、知识和行为均出现显著的时间效应（均 p<0.05）。在反馈条件下，儿童的改善最明显：正确分类的早餐产品增加了 10 种（共 44 种），早餐质量评分提高了 25 分（满分 100 分）。家庭环境也发生了积极的变化。随访测试显示，在所有条件下，儿童的知识和早餐质量均有所下降。总之，本研究表明，基于个性化反馈和目标设定的三节课学校方案对于改变 8-10 岁生活在贫困社区的儿童关于早餐的知识和自我报告的早餐质量最有效。为了保持效果，需要在学校课程中嵌入长期方案，以提高早餐质量。未来的研究应探讨此类方案的最佳持续时间和强度，并应纳入合适份量的话题。
