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Undergraduate Theses from gdlhub / 2017-08-14 11:58:45
Oleh : PATRICIA BRITTEN' AND MORRIS K. LAI, Research
Dibuat : 2010-08-30, dengan 1 file

Keyword : Structural, Analysis,Relationships, Elementary, Self-Efficacy, Time,Nutrition

Many factors determine the time elementary teachers devote to nutrition instruction. We tested theoretical models for the relationships among time spent teaching nutri- tion (TTN) and several aspects of the teacher's nutrition back- ground: nutrition training, self-efficacy, knowledge, and beliefs. We proposed two models: (1) teachers with more nutrition training would have increased self-efficacy for teaching nutri- tion and, because of that increased self-efficacy, would teach more nutrition (primary model); and (2) both training and self- efficacy would directly and independently influence TTN (alternative model). The models differed only in one respect: whether the influence of training onTTN is direct or mediated by self-efficacy. We used data from a 1990-92 Hawai'i Nutri-tion Education and Training Program needs assessment survey (N = 324 elementary teachers) and completed a structural analysis using the CALIS procedure of SAS.The primary model fit the actual data more closely than did the alternative model. Nutrition knowledge predicted self-efficacy for teaching nutri-tion, but a belief that nutrition instruction was important did not predict TTN. These results indicate that in elementary teachers, self-efficacy for teaching nutrition mediates the rela- tionship between in-service training, nutrition knowledge, and TTN.

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