Interdisciplinary Program in Precision Public Health, Graduate School, Korea University, Seoul 02841, Korea.
Department of Medical Nutrition, Graduate School of East-West Medical Science, Kyung Hee University, Yongin 17104, Korea.
Nutrients. 2020 Oct 28;12(11):3300. doi: 10.3390/nu12113300.
The concept of food literacy is evolving and expanding, increasing the need for a comprehensive measurement tool for food literacy. This study aimed to develop a validated food literacy questionnaire based on an expanded conceptual framework for food literacy. A literature review of existing frameworks and questionnaires for food literacy and focus group interviews ( = 12) were conducted to develop a conceptual framework and candidate questions. A Delphi study ( = 15) and pilot survey ( = 10) to test the preliminary questionnaire's content and face validity were conducted, which were followed by the main survey ( = 200). Construct validity and reliability were assessed using exploratory factor analysis (EFA) and Cronbach's alpha, respectively. Criterion validity was assessed by comparing food literacy scores with food knowledge scores (FN-score) and nutrient quotient scores (NQ-score). By integrating and revising the six existing conceptual frameworks and focus group interview results, we proposed a two-dimensional conceptual framework comprising a literacy dimension and a food system dimension. After reviewing 560 items and categorizing them into 18 domains (3 in the literacy dimension × 6 in the food system dimension), 32 questions were selected. As a result of the Delphi study, two items were deleted, and content validity was confirmed for the remaining 30 items (content validity ratio (CVR) = 0.92). Ten items were revised during the face validation process, and five items were excluded as a result of the EFA. The final food literacy questionnaire comprised 25 questions related to five factors: production, selection, preparation and cooking, intake, and disposal. Food literacy scores were positively associated with FN- and NQ-scores, confirming the reliability and criterion validity of the final questionnaire. The two-dimensional food literacy conceptual framework developed in this study systematically encompasses complex food literacy concepts by adding a food systems dimension (production, selection, preparation and cooking, intake, and disposal domain) to the existing literacy dimension (functional, interactive, and critical literacy domain). Based on this integrated conceptual framework, a 25-item food literacy questionnaire was developed and validated for practical use.
食物素养的概念不断发展和扩大，因此需要一种全面的食物素养测量工具。本研究旨在基于扩展的食物素养概念框架，开发一种经过验证的食物素养问卷。通过对现有的食物素养框架和问卷进行文献回顾以及焦点小组访谈（n = 12），制定了概念框架和候选问题。通过德尔菲法研究（n = 15）和初步调查（n = 10）来测试初步问卷的内容和表面有效性，然后进行了主要调查（n = 200）。采用探索性因子分析（EFA）和克朗巴赫 α 分别评估结构有效性和可靠性。通过比较食物素养评分与食物知识评分（FN 评分）和营养素商评分（NQ 评分），评估了效标有效性。通过整合和修订现有的六个概念框架和焦点小组访谈结果，提出了一个二维概念框架，包括素养维度和食物系统维度。在审查了 560 个项目并将其分为 18 个领域（素养维度 3 个，食物系统维度 6 个）后，选择了 32 个问题。经过德尔菲法研究，删除了两个项目，其余 30 个项目的内容效度得到确认（内容效度比（CVR）= 0.92）。在表面有效性验证过程中，修改了 10 个项目，由于 EFA 排除了 5 个项目。最终的食物素养问卷包括 25 个与五个因素相关的问题：生产、选择、准备和烹饪、摄入和处理。食物素养评分与 FN 和 NQ 评分呈正相关，证实了最终问卷的可靠性和效标有效性。本研究开发的二维食物素养概念框架通过在现有素养维度（功能性、交互性和批判性素养领域）中添加食物系统维度（生产、选择、准备和烹饪、摄入和处理领域），系统地涵盖了复杂的食物素养概念。基于这个综合的概念框架，开发了一个 25 项的食物素养问卷，可用于实际应用。
