Objective: The aim of this study was to investigate the association of the number of hours of nutrition education and teachers' qualifications with nutrition knowledge and dietary behaviour in students.
Design: In this representative cross-sectional study, socio-demographic data, anthropometric measurements, socio-economic status (SES), physical fitness, nutrition knowledge and eating habits were assessed. Differences between groups were tested by χ2 and t tests. Multiple linear and logistic regression modelling was used to examine the relationship between demographic characteristics, lifestyle and dietary behaviours, nutrition knowledge, nutrition-trained teachers and number of nutrition lessons.
Setting: Sixteen secondary schools in urban (n 6) and rural regions (n 10) of Tyrol, Western Austria.
Participants: Students (n 513) aged 14·2 (sd 0·7) years.
Results: Higher nutrition knowledge was significantly associated with attending rural school (P = 0·001), having no migration background (P < 0·001), (very) good physical activity behaviour (P = 0·040), non-trained teacher (P = 0·006) but higher number of hours of nutrition education (P = 0·013). Regression models showed that higher nutrition knowledge was independently associated with lower intake of meat and iced tea and higher intake of vegetables and plant-based oils. A higher amount of nutrition education (h/week) was significantly associated with higher intake of dark (wholegrain) bread, lower intake of meat and of energy drinks sweetened with sweeteners.
Conclusions: Our results suggest that more hours in nutrition education result in higher nutrition knowledge and greater nutrition literacy, which may lead to health-promoting dietary habits. School-based nutrition education can be seen as preventive measure to increase nutritional competences in adolescents independent of their SES.
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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7708993 | PMC |
http://dx.doi.org/10.1017/S1368980020000488 | DOI Listing |
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