Queensland University of Technology (QUT), Faculty of Health, School of Exercise and Nutrition Sciences, Victoria Park Road, Kelvin Grove, QLD, 4059, Australia.
Queensland University of Technology (QUT), Faculty of Health, School of Exercise and Nutrition Sciences, Centre for Children's Health Research (CCHR), Graham Street, South Brisbane, QLD, 4101, Australia.
Int J Behav Nutr Phys Act. 2022 Sep 1;19(1):113. doi: 10.1186/s12966-022-01351-8.
Food literacy is theorised to improve diet quality, nutrition behaviours, social connectedness and food security. The definition and conceptualisation by Vidgen & Gallegos, consisting of 11 theoretical components within the four domains of planning and managing, selecting, preparing and eating, is currently the most highly cited framework. However, a valid and reliable questionnaire is needed to comprehensively measure this conceptualisation. Therefore, this study draws on existing item pools to develop a comprehensive food literacy questionnaire using item response theory.
Five hundred Australian adults were recruited in Study 1 to refine a food literacy item pool using principal component analysis (PCA) and item response theory (IRT) which involved detailed item analysis on targeting, responsiveness, validity and reliability. Another 500 participants were recruited in Study 2 to replicate item analysis on validity and reliability on the refined item pool, and 250 of these participants re-completed the food literacy questionnaire to determine its test-retest reliability.
The PCA saw the 171-item pool reduced to 100-items across 19 statistical components of food literacy. After the thresholds of 26 items were combined, responses to the food literacy questionnaire had ordered thresholds (targeting), acceptable item locations (< -0.01 to + 1.53) and appropriateness of the measurement model (n = 92% expected responses) (responsiveness), met outfit mean-squares MSQ (0.48-1.42) (validity) and had high person, item separation (> 0.99) and test-retest (ICC 2,1 0.55-0.88) scores (reliability).
We developed a 100-item food literacy questionnaire, the IFLQ-19 to comprehensively address the Vidgen & Gallegos theoretical domains and components with good targeting, responsiveness, reliability and validity in a diverse sample of Australian adults.
食品素养被认为可以提高饮食质量、营养行为、社会联系和粮食安全。目前引用率最高的框架是 Vidgen 和 Gallegos 的定义和概念化，它由规划和管理、选择、准备和食用四个领域的 11 个理论组成部分组成。然而，需要一个有效的、可靠的问卷来全面衡量这一概念化。因此，本研究利用现有的项目库，使用项目反应理论开发了一个全面的食品素养问卷。
在研究 1 中，招募了 500 名澳大利亚成年人，使用主成分分析（PCA）和项目反应理论（IRT）对食品素养项目库进行了详细的项目分析，包括针对性、反应性、有效性和可靠性。在研究 2 中，又招募了另外 500 名参与者，对精炼后的项目库进行了有效性和可靠性的项目分析，其中 250 名参与者重新完成了食品素养问卷，以确定其测试重测信度。
PCA 将 171 项项目库减少到 100 项，涵盖了食品素养的 19 个统计成分。在将 26 个项目的阈值结合后，对食品素养问卷的反应具有有序的阈值（针对性）、可接受的项目位置（<-0.01 至+1.53）和测量模型的适当性（n=92%预期反应）（反应性），满足服装平均平方和 MSQ（0.48-1.42）（有效性），并且具有高的个人、项目分离（>0.99）和测试重测（ICC 2,1 0.55-0.88）得分（可靠性）。
我们开发了一个 100 项的食品素养问卷，IFLQ-19，以全面解决 Vidgen 和 Gallegos 的理论领域和组成部分，在澳大利亚成年人的多样化样本中具有良好的针对性、反应性、可靠性和有效性。
