Development and Preliminary Evaluation of a Food Literacy Measure for Use With Young People in Canada
Notice bibliographique
Résumé
BACKGROUND: This article presents the culmination of a multiyear research project aimed at creating a comprehensive food literacy framework and corresponding measure. Specifically, this article documents the development and validation of a food literacy measure for young people facing social inequities. OBJECTIVES: This study aimed to identify items to measure 12 attributes of food literacy; test the measure with the identified target groups, considering attribute, face, and content validity, inter-rater reliability and test-retest reliability; and refine the measure. DESIGN: The study's design consisted of a 5-phase approach that included drafting the food literacy measure, expert review, cognitive interviews, pilot testing, and validity and reliability testing. PARTICIPANTS AND SETTING: Seven international experts provided feedback on the measure, and 25 individuals aged 16 to 25 years participated in cognitive interviews. Two hundred fifty-five young people completed the test survey, and 147 completed a retest survey 2 weeks later. These surveys identified food literacy factors. To further evaluate the validity of these factors, 193 participants completed a confirmatory test that was used for confirmatory factor analysis to assess the final model's fit. Interview participants were recruited from local programs and services from across Ontario, Canada, and survey participants were recruited from across Canada via social media. The research study was conducted between January 2018 and December 2019. MAIN OUTCOME MEASURES: The main outcome measures were validity and reliability scores for a food literacy measurement tool that consisted of 50 questions across 10 attributes of food literacy. STATISTICAL ANALYSES PERFORMED: Interview analyses were guided by the 4 stages of cognitive processing. Exploratory factor analysis was used to identify the factors that improved the Cronbach's alpha of the food literacy measure. Test-retest reliability was assessed using percent agreement, Cohen's kappa, and weighted kappa. Confirmatory factor analysis was used to produce an acceptable final model with a root mean square error of approximation estimate. RESULTS: The final food literacy measure consisted of 50 questions addressing 10 food literacy attributes. Exploratory factor analysis showed an improvement in Cronbach's alpha when compared with the initial attribute construction. Test-retest reliability showed percent agreement ranging from 64% to 97%, with most items having fair (0.21 to 0.40) to moderate (0.41 to 0.60) kappa values. Confirmatory factor analysis produced an acceptable final model with a root mean square error of approximation estimate of 0.0437. CONCLUSIONS: The food literacy measure is a comprehensive tool for assessing food literacy among young people. Additional research is needed to explore the measure's modularity, its use as an evaluation tool, and its suitability for use with diverse samples, including individuals from varied gender, geographic locations, ethnicities, and cultural backgrounds.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,020 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».