SCHOOL FOOD: AN ANALYSIS OF SCHOOL FOOD ENVIRONMENT, FOOD AND NUTRITION-RELATED KNOWLEDGE, ATTITUDES, AND PRACTICES AFTER A TWO-YEAR UNIVERSAL COMPREHENSIVE ELEMENTARY SCHOOL LUNCH PROGRAM
Notice bibliographique
Résumé
Background: Child nutrition influences health, well-being, and learning across the lifespan. The quality of the diets of Canadian children during school hours is poor across the socio-economic spectrum. School lunch programs can help to maintain nutrition during the school years. Purpose: To assess the school food environment and food and nutrition-related knowledge, attitudes, and practices (KAP) among elementary school students enrolled in a two-year curriculum-integrated school lunch program compared to students without the intervention. Methods: Two surveys from the Good Food for Learning project were used for this research. Students’ food and nutrition-related KAP were assessed by a self-administered student survey conducted on 185 participants at baseline and 192 at the endpoint. The school food environment was assessed through a self-administered staff survey with 94 and 20 participants at baseline and endpoint, respectively. Software R was used to analyze the data. Multivariable logistic regression models assessed the factors associated with students’ KAP at the endpoint. The difference in differences (DID) approach was used to assess the effects of the intervention on students’ KAP. Due to some limitations, only frequency and percentages were used for the staff survey data. Results: Knowledge related to waste management and daily fruit and vegetable consumption improved for the student intervention participants. However, local food production knowledge, environmentally sustainable dietary attitudes, and practices showed no significant improvement. Overall household food insecurity also increased from 38.2% at baseline to 40.3% at endpoint, but it decreased for the intervention group. Multivariable analysis showed that the students who reported their ethnicity as White consumed sugar-sweetened beverages and fast food less frequently than their peers who reported their ethnicity as First Nations, Métis, or Inuit. Frequency percentages increased for food and nutrition-related initiatives in the school context at the endpoint, including school gardening, food-related activities, offering healthy food and food preparation activities. However, there was no increase in composting. Conclusion: The study results will help us better understand how a school food program can impact students’ food and nutrition-related KAP and student nutrition. The findings can inform the development and implementation of Canada's national school food policy and program
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
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 | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| 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 ».