Teacher Well-Being Attributes Are Positively Associated with Teacher Perceptions of Fuel for Fun Tasting Lessons

Melissa Pflugh Prescott; Barbara Lohse; Meena M. Balgopal; Stephanie Smith; Renae Addington; Leslie Cunningham-Sabo

doi:10.1097/TIN.0000000000000151

Teacher Well-Being Attributes Are Positively Associated with Teacher Perceptions of Fuel for Fun Tasting Lessons

Melissa Pflugh Prescott, Barbara Lohse, Meena M. Balgopal, Stephanie Smith, Renae Addington, Leslie Cunningham-Sabo

Research output: Contribution to journal › Article › peer-review

Abstract

This cross-sectional study examined the relationships of fourth-grade teachers' (n = 20) body mass index, cooking attitudes and behaviors, and the Satter eating competence inventory (ecSI 2.0) with their attitudes toward Fuel for Fun classroom tasting lessons. Teachers who liked to cook rated student engagement with the lessons and student application of academic skills higher than teachers who do not like cooking (P <.02, P <.01, respectively). Teacher body mass index was inversely associated with their ratings of student engagement (P <.03). Findings support inclusion of teacher nutrition-related attitudes and behaviors in the evaluations of healthful eating interventions of school-aged children.

Original language	English (US)
Pages (from-to)	272-280
Number of pages	9
Journal	Topics in Clinical Nutrition
Volume	33
Issue number	4
DOIs	https://doi.org/10.1097/TIN.0000000000000151
State	Published - Oct 1 2018

Keywords

cooking
eating competence
nutrition education
school health promotion
tasting
teachers

ASJC Scopus subject areas

Nutrition and Dietetics

Online availability

10.1097/TIN.0000000000000151

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title = "Teacher Well-Being Attributes Are Positively Associated with Teacher Perceptions of Fuel for Fun Tasting Lessons",

abstract = "This cross-sectional study examined the relationships of fourth-grade teachers' (n = 20) body mass index, cooking attitudes and behaviors, and the Satter eating competence inventory (ecSI 2.0) with their attitudes toward Fuel for Fun classroom tasting lessons. Teachers who liked to cook rated student engagement with the lessons and student application of academic skills higher than teachers who do not like cooking (P <.02, P <.01, respectively). Teacher body mass index was inversely associated with their ratings of student engagement (P <.03). Findings support inclusion of teacher nutrition-related attitudes and behaviors in the evaluations of healthful eating interventions of school-aged children.",

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AU - Addington, Renae

AU - Cunningham-Sabo, Leslie

N1 - Funding Information: This work was supported by the National Institute of Food and Agriculture, US Department of Agriculture, under award number 2012-68001-19603. Any opinions, findings, or recommendations in this publication are those of the authors and do not necessarily reflect the view of the US Department of Agriculture. Publisher Copyright: © 2018 Wolters Kluwer Health, Inc. All rights reserved.

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N2 - This cross-sectional study examined the relationships of fourth-grade teachers' (n = 20) body mass index, cooking attitudes and behaviors, and the Satter eating competence inventory (ecSI 2.0) with their attitudes toward Fuel for Fun classroom tasting lessons. Teachers who liked to cook rated student engagement with the lessons and student application of academic skills higher than teachers who do not like cooking (P <.02, P <.01, respectively). Teacher body mass index was inversely associated with their ratings of student engagement (P <.03). Findings support inclusion of teacher nutrition-related attitudes and behaviors in the evaluations of healthful eating interventions of school-aged children.

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Teacher Well-Being Attributes Are Positively Associated with Teacher Perceptions of Fuel for Fun Tasting Lessons

Abstract

Keywords

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