Rachel Nelson, Kathleen J. Porter, Kelly Shomo, S. Curwood, S. Misyak
Objective: School-based interventions are common approaches to address childhood obesity; however, there is little understanding of strategies that can foster their implementation into schools. In this study, we aimed to identify goals and the specific strategies selected by school nutrition directors (SNDs) in Virginia to execute school-based interventions. Methods: Between 2018 and 2019, SNDs in Virginia participated in Team Nutrition workshops through which they created action plans. We carried out a content analysis of 132 action plans collected from 100 school divisions. We developed codes deductively and inductively. The codes captured plan completion, goals, and strategies. Each plan was independently coded by 2 coders. Results: Action plans included 1.2 goals (SD = 0.54) and 3.9 strategies per goal (SD = 2.1). Goals were most commonly related to improving menus or increasing participation in the school meal programs. The strategies varied based on the goals. However, obtaining buy-in from school personnel and students was the most commonly included goal (64.4%) across plans. The level of action plan completion decreased with each subsequent section of the worksheet. Conclusions: Emerging patterns identified in this study suggest SNDs’ strategy selection is based on goals and that trainings should be tailored to promote the development of skills required to execute optimal strategies.
{"title":"A Content Analysis of Implementation Strategies Chosen by Virginia School Nutrition Directors","authors":"Rachel Nelson, Kathleen J. Porter, Kelly Shomo, S. Curwood, S. Misyak","doi":"10.14485/hbpr.8.6.9","DOIUrl":"https://doi.org/10.14485/hbpr.8.6.9","url":null,"abstract":"Objective: School-based interventions are common approaches to address childhood obesity; however, there is little understanding of strategies that can foster their implementation into schools. In this study, we aimed to identify goals and the specific strategies selected by school nutrition directors (SNDs) in Virginia to execute school-based interventions. Methods: Between 2018 and 2019, SNDs in Virginia participated in Team Nutrition workshops through which they created action plans. We carried out a content analysis of 132 action plans collected from 100 school divisions. We developed codes deductively and inductively. The codes captured plan completion, goals, and strategies. Each plan was independently coded by 2 coders. Results: Action plans included 1.2 goals (SD = 0.54) and 3.9 strategies per goal (SD = 2.1). Goals were most commonly related to improving menus or increasing participation in the school meal programs. The strategies varied based on the goals. However, obtaining buy-in from school personnel and students was the most commonly included goal (64.4%) across plans. The level of action plan completion decreased with each subsequent section of the worksheet. Conclusions: Emerging patterns identified in this study suggest SNDs’ strategy selection is based on goals and that trainings should be tailored to promote the development of skills required to execute optimal strategies.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49229034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: Schools can serve as settings for promoting their student health, although it is necessary to identify the key elements of provision to leverage change. This study’s objective was to develop a Europe-based list of the elements of learning and health support systems judged by a group of experts to be most effective in influencing school student healthy lifestyles education. Methods: A 3-stage Delphi study involving a group of 18 Europe-based subject specialists was used to articulate shared expert opinions on the main research question: what are the most effective elements of learning and health support systems influencing school students’ healthy lifestyles education? Over 3 rounds of data-gathering, experts were asked to assess the effectiveness of 25 specific elements. Results: The 3 rounds resulted in the following ranked list: Physical Education (PE), Staff Professional Development, Healthy School Policies, Active Recess, Family & Community Engagement, Healthy Eating, Physical Activity in Classroom Lessons, and Active Transport. Conclusions: Cautious of overly generalizing from the results, we suggest the findings offer useful information for evidence-based programs, as well as future research that explores the necessary components of health promotion in schools.
{"title":"Effective Elements of School-based Provision for the Promotion of Healthy Lifestyles: A European Delphi Study","authors":"R. Bailey, I. Glibo, C. Scheuer","doi":"10.14485/hbpr.8.6.5","DOIUrl":"https://doi.org/10.14485/hbpr.8.6.5","url":null,"abstract":"Objective: Schools can serve as settings for promoting their student health, although it is necessary to identify the key elements of provision to leverage change. This study’s objective was to develop a Europe-based list of the elements of learning and health support systems judged by a group of experts to be most effective in influencing school student healthy lifestyles education. Methods: A 3-stage Delphi study involving a group of 18 Europe-based subject specialists was used to articulate shared expert opinions on the main research question: what are the most effective elements of learning and health support systems influencing school students’ healthy lifestyles education? Over 3 rounds of data-gathering, experts were asked to assess the effectiveness of 25 specific elements. Results: The 3 rounds resulted in the following ranked list: Physical Education (PE), Staff Professional Development, Healthy School Policies, Active Recess, Family & Community Engagement, Healthy Eating, Physical Activity in Classroom Lessons, and Active Transport. Conclusions: Cautious of overly generalizing from the results, we suggest the findings offer useful information for evidence-based programs, as well as future research that explores the necessary components of health promotion in schools.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46030426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: In this paper, we describe results from stakeholder interviews conducted to assess implementation and perceived outcomes of a project, implemented in 92 New York City middle and high schools, and focused on building the mental health-related skills of school personnel and promotion of healthier school environments. Methods: As part of a mixed-methods evaluation, we conducted 59 key stakeholder interviews with staff of participating community-based organizations and schools. Interview topics included mental health needs, project activities, engagement by school staff, strengths and challenges of the initiative, and perceived impact. Results: At the start of the project, interviewees reported difficulty comprehending the model and accepting its utility, given the direct service needs of students. Although concerns remained, we found positive impact, including increased awareness of mental health issues and their root causes, a greater sensitivity to students’ social and emotional challenges, and improved capacity to manage behavioral issues in the classroom. Conclusions: Although targeted approaches are needed for high-risk youth, population-level approaches may increase mental health knowledge and skills and support transformation leading to healthier school environments.
{"title":"Supporting Mental Health in School Settings: Findings from a Qualitative Evaluation","authors":"Linda Weiss, M. Jacob, Maya Scherer, A. Borkina","doi":"10.14485/hbpr.8.5.4","DOIUrl":"https://doi.org/10.14485/hbpr.8.5.4","url":null,"abstract":"Objective: In this paper, we describe results from stakeholder interviews conducted to assess implementation and perceived outcomes of a project, implemented in 92 New York City middle and high schools, and focused on building the mental health-related skills of school personnel and promotion of healthier school environments. Methods: As part of a mixed-methods evaluation, we conducted 59 key stakeholder interviews with staff of participating community-based organizations and schools. Interview topics included mental health needs, project activities, engagement by school staff, strengths and challenges of the initiative, and perceived impact. Results: At the start of the project, interviewees reported difficulty comprehending the model and accepting its utility, given the direct service needs of students. Although concerns remained, we found positive impact, including increased awareness of mental health issues and their root causes, a greater sensitivity to students’ social and emotional challenges, and improved capacity to manage behavioral issues in the classroom. Conclusions: Although targeted approaches are needed for high-risk youth, population-level approaches may increase mental health knowledge and skills and support transformation leading to healthier school environments.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47068899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rosenda Murillo, Mariana Vazquez, Isabel Martinez Leal, Daphne C Hernandez, Qian Lu, Lorraine R Reitzel
Objective: The purpose of this qualitative study was to identify perceptions and barriers to physical activity in childhood and adulthood among Latina adults.
Methods: Three focus groups, 2 dyadic interviews, and an individual interview were conducted using semi-structured interview guides with 23 Latina women aged 21-35. A thematic analysis approach employing inductive and deductive coding was utilized to code, categorize, and summarize data into themes.
Results: The themes that emerged focused on: (1) physical activity is enjoyable; (2) family influenced physical activity; (3) different lifestyle in the US influenced physical activity; (4) physical activity is important for health; and (5) responsibilities (eg, work, caregiving) as barriers to physical activity in adulthood.
Conclusions: Perceptions and barriers to physical activity experienced in both childhood and adulthood should be considered in the promotion of physical activity among Latinas.
{"title":"Perceptions and Barriers to Physical Activity in Childhood and Adulthood Among Latinas.","authors":"Rosenda Murillo, Mariana Vazquez, Isabel Martinez Leal, Daphne C Hernandez, Qian Lu, Lorraine R Reitzel","doi":"10.14485/hbpr.8.4.2","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.2","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this qualitative study was to identify perceptions and barriers to physical activity in childhood and adulthood among Latina adults.</p><p><strong>Methods: </strong>Three focus groups, 2 dyadic interviews, and an individual interview were conducted using semi-structured interview guides with 23 Latina women aged 21-35. A thematic analysis approach employing inductive and deductive coding was utilized to code, categorize, and summarize data into themes.</p><p><strong>Results: </strong>The themes that emerged focused on: (1) physical activity is enjoyable; (2) family influenced physical activity; (3) different lifestyle in the US influenced physical activity; (4) physical activity is important for health; and (5) responsibilities (eg, work, caregiving) as barriers to physical activity in adulthood.</p><p><strong>Conclusions: </strong>Perceptions and barriers to physical activity experienced in both childhood and adulthood should be considered in the promotion of physical activity among Latinas.</p>","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":"8 4","pages":"294-304"},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8786208/pdf/nihms-1737506.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39724794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marie-Maude Dubuc, Seira Fortin-Suzuki, Sylvie Beaudoin, F. Berrigan, S. Turcotte
Objective: To contribute to the development of tailored school-based physical activity interventions, in this study, we aimed to identify the perceived facilitating factors and barriers of high school students toward their physical activity in the school environment. Methods: A total of 139 students from 4 different high schools completed an online questionnaire comprising open-ended questions on their perceived facilitating factors and barriers toward their physical activity at school. Thereafter, 100 of these students participated in one of the 16 focus groups designed to deepen students’ responses regarding their perceived facilitating factors and barriers. Qualitative content analysis was performed to classify data according to the Social-Ecological Model. Results: Through questionnaires, students mostly identified intrapersonal elements as facilitating factors and barriers to their practice of physical activity, as opposed to institutional factors during the focus groups. Girls strongly valued the characteristics of the interventions and of the involved school stakeholders. Conclusions: Our results allow us to qualify the current understanding of high school students’ perceived facilitating factors and barriers toward school-based physical activity and strengthen the relevance of surveying students prior to the development and implementation of physical activity interventions.
{"title":"High School Students Voice Regarding School-based Physical Activity: Perceived Barriers and Facilitating Factors","authors":"Marie-Maude Dubuc, Seira Fortin-Suzuki, Sylvie Beaudoin, F. Berrigan, S. Turcotte","doi":"10.14485/hbpr.8.4.5","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.5","url":null,"abstract":"Objective: To contribute to the development of tailored school-based physical activity interventions, in this study, we aimed to identify the perceived facilitating factors and barriers of high school students toward their physical activity in the school environment. Methods: A total of 139 students from 4 different high schools completed an online questionnaire comprising open-ended questions on their perceived facilitating factors and barriers toward their physical activity at school. Thereafter, 100 of these students participated in one of the 16 focus groups designed to deepen students’ responses regarding their perceived facilitating factors and barriers. Qualitative content analysis was performed to classify data according to the Social-Ecological Model. Results: Through questionnaires, students mostly identified intrapersonal elements as facilitating factors and barriers to their practice of physical activity, as opposed to institutional factors during the focus groups. Girls strongly valued the characteristics of the interventions and of the involved school stakeholders. Conclusions: Our results allow us to qualify the current understanding of high school students’ perceived facilitating factors and barriers toward school-based physical activity and strengthen the relevance of surveying students prior to the development and implementation of physical activity interventions.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45935251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: Mercury catalyzed polyurethane (MCPU) floors installed in K-12 gymnasiums may release mercury vapor presenting possible mercury exposure to teachers and students. Varied approaches to sampling, air monitoring, ventilation, evacuation of gyms and/or removal of the floor coverings have occurred. As many gyms are being converted to classrooms during the COVID-19 pandemic, effective assessment and management of these floors is essential. Methods: Mercury assessment strategies for 10 New Jersey schools with MCPU floors were reviewed to assist school districts with decisions for management in-place or removal. Results: Bulk mercury levels do not predict airborne mercury levels. Mercury generation rates ranged between 0.02 to 0.17 μg/ft2/ hour. Hazards encountered during removal are substantial. Conclusions: Decisions to manage or remove mercury catalyzed rubber-like gym floor should be based upon a rigorous multi-factor assessment. Mercury exposures often can be managed via HVAC, added ventilation, temperature, and maintenance controls. A statewide registry of MCPU floors should be considered. Removal of MCPU floors should be professionally monitored to protect teachers, staff, and students.
{"title":"Assessment and Management of Mercury-Catalyzed Polyurethane Gym Floors: 10 Lessons from 10 New Jersey School Districts","authors":"R. Lynch, E. Favata, M. Gochfeld","doi":"10.14485/hbpr.8.4.6","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.6","url":null,"abstract":"Objective: Mercury catalyzed polyurethane (MCPU) floors installed in K-12 gymnasiums may release mercury vapor presenting possible mercury exposure to teachers and students. Varied approaches to sampling, air monitoring, ventilation, evacuation of gyms and/or removal of the floor coverings have occurred. As many gyms are being converted to classrooms during the COVID-19 pandemic, effective assessment and management of these floors is essential. Methods: Mercury assessment strategies for 10 New Jersey schools with MCPU floors were reviewed to assist school districts with decisions for management in-place or removal. Results: Bulk mercury levels do not predict airborne mercury levels. Mercury generation rates ranged between 0.02 to 0.17 μg/ft2/ hour. Hazards encountered during removal are substantial. Conclusions: Decisions to manage or remove mercury catalyzed rubber-like gym floor should be based upon a rigorous multi-factor assessment. Mercury exposures often can be managed via HVAC, added ventilation, temperature, and maintenance controls. A statewide registry of MCPU floors should be considered. Removal of MCPU floors should be professionally monitored to protect teachers, staff, and students.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48782381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: Whereas states continue to experiment with liberalized marijuana laws, how these laws impact health, education, and social factors is not yet fully understood. In this study, we examined whether chronic school absenteeism rates changed in Washington State in the presence of recreational marijuana dispensaries pursuant to implementation of the state’s recreational marijuana laws. Methods: We conducted a secondary analysis using school district chronic absenteeism rates before and after the presence of recreational dispensaries. Results: The results of the independent samples t-test showed no statistically significant difference in chronic absenteeism rates among districts with or without recreational marijuana dispensaries. Conclusions: The finding of no statistical significance for chronic absenteeism in districts with and without recreational dispensaries – a pattern that largely persisted among at-risk groups – supports that the presence of recreational marijuana dispensaries seems neither to exacerbate nor improve chronic school absenteeism rates. This finding is important for policymakers, practitioners, and researchers trying to understand the changing marijuana legal landscape.
{"title":"State Recreational Marijuana Laws and Dispensaries: Chronic School Absenteeism in Washington State","authors":"M. Gakh, C. Coughenour, B. Kleven, B. Labus","doi":"10.14485/hbpr.8.4.8","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.8","url":null,"abstract":"Objective: Whereas states continue to experiment with liberalized marijuana laws, how these laws impact health, education, and social factors is not yet fully understood. In this study, we examined whether chronic school absenteeism rates changed in Washington State in the presence of recreational marijuana dispensaries pursuant to implementation of the state’s recreational marijuana laws. Methods: We conducted a secondary analysis using school district chronic absenteeism rates before and after the presence of recreational dispensaries. Results: The results of the independent samples t-test showed no statistically significant difference in chronic absenteeism rates among districts with or without recreational marijuana dispensaries. Conclusions: The finding of no statistical significance for chronic absenteeism in districts with and without recreational dispensaries – a pattern that largely persisted among at-risk groups – supports that the presence of recreational marijuana dispensaries seems neither to exacerbate nor improve chronic school absenteeism rates. This finding is important for policymakers, practitioners, and researchers trying to understand the changing marijuana legal landscape.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41495509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: Improving secondary school students’ knowledge and behaviors toward infectious disease prevention is key to promoting their health. In this study, we evaluated secondary school students’ infectious disease prevention literacy, determined the sources of knowledge acquisition, and identified deficiencies in education programs. Methods: A questionnaire was disseminated through social media from February 1-5, 2020, starting from selected class group chats of students in Shaanxi, Gansu, and Jiangsu provinces. A total of 1761 responses were collected. The male-to-female ratio was 1.08:1. The chi-square test was employed to analyze data. Results: Most respondents reported that they were familiar with the standard 7-step handwashing method. Most respondents reported that their knowledge and behaviors of infectious disease prevention were mainly acquired through the Internet. The vast majority of respondents believed that more education programs are needed in secondary schools. Conclusions: Secondary school students’ knowledge and behaviors toward infectious disease prevention need to be improved. Infectious disease prevention programs on campuses should be increased in quantity, enriched in scope, refined in form, and improved in coherence and continuity.
{"title":"A Cross-sectional Survey of Chinese Secondary School Students on Infectious Disease Prevention during the COVID-19 Outbreak","authors":"Hai-qing Qiu, Zhongwei Liu, H. Fang","doi":"10.14485/hbpr.8.4.7","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.7","url":null,"abstract":"Objective: Improving secondary school students’ knowledge and behaviors toward infectious disease prevention is key to promoting their health. In this study, we evaluated secondary school students’ infectious disease prevention literacy, determined the sources of knowledge acquisition, and identified deficiencies in education programs. Methods: A questionnaire was disseminated through social media from February 1-5, 2020, starting from selected class group chats of students in Shaanxi, Gansu, and Jiangsu provinces. A total of 1761 responses were collected. The male-to-female ratio was 1.08:1. The chi-square test was employed to analyze data. Results: Most respondents reported that they were familiar with the standard 7-step handwashing method. Most respondents reported that their knowledge and behaviors of infectious disease prevention were mainly acquired through the Internet. The vast majority of respondents believed that more education programs are needed in secondary schools. Conclusions: Secondary school students’ knowledge and behaviors toward infectious disease prevention need to be improved. Infectious disease prevention programs on campuses should be increased in quantity, enriched in scope, refined in form, and improved in coherence and continuity.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42288362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Julie Maier, K. Jozkowski, María S. Montenegro, Malachi Willis, R. Turner, Brandon L. Crawford, Wen‐Juo Lo
Objective: Salient belief elicitations (SBEs) measure beliefs toward a health behavior through open-ended questions, with the purpose of developing close-ended survey questions. Auxiliary verbs used in SBE questions often differ (eg, What are the top 3 reasons you would/should decide to have an abortion?). We tested how 2 auxiliary verbs function in a SBE assessing abortion in English and Spanish: would/decidíra and should/debería. Methods: We administered a SBE survey online (N = 175) and in-person (N = 72); in-person participants also participated in cognitive interviews to assess question interpretation. Participants were assigned to survey versions that included identical SBE questions aside from auxiliary verbs—would/decidíra versus should/debería. Data analysis included: (1) content analysis of survey responses to assess differences in responses by version and (2) thematic analysis of interview data focused on interpretations of would/decidíra and should/ debería. Results: Would/decidíra surveys generated more response categories. Similarly, cognitive interview findings suggest participants conceptualized would/decidíra as allowing for more options, while should/debería was thought to include only the most significant reasons/circumstances for abortion, potentially restricting participants’ responses. Conclusion: These findings have important measurement implications for researchers administering SBEs
{"title":"Examining Auxiliary Verbs in a Salient Belief Elicitation","authors":"Julie Maier, K. Jozkowski, María S. Montenegro, Malachi Willis, R. Turner, Brandon L. Crawford, Wen‐Juo Lo","doi":"10.14485/hbpr.8.4.9","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.9","url":null,"abstract":"Objective: Salient belief elicitations (SBEs) measure beliefs toward a health behavior through open-ended questions, with the purpose of developing close-ended survey questions. Auxiliary verbs used in SBE questions often differ (eg, What are the top 3 reasons you would/should decide to have an abortion?). We tested how 2 auxiliary verbs function in a SBE assessing abortion in English and Spanish: would/decidíra and should/debería. Methods: We administered a SBE survey online (N = 175) and in-person (N = 72); in-person participants also participated in cognitive interviews to assess question interpretation. Participants were assigned to survey versions that included identical SBE questions aside from auxiliary verbs—would/decidíra versus should/debería. Data analysis included: (1) content analysis of survey responses to assess differences in responses by version and (2) thematic analysis of interview data focused on interpretations of would/decidíra and should/ debería. Results: Would/decidíra surveys generated more response categories. Similarly, cognitive interview findings suggest participants conceptualized would/decidíra as allowing for more options, while should/debería was thought to include only the most significant reasons/circumstances for abortion, potentially restricting participants’ responses. Conclusion: These findings have important measurement implications for researchers administering SBEs","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44075982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Alim, Kerim Gokustun, Gozde Caliskan, Z. Beşler
Objective: We aimed to evaluate the relationship between food addiction and uncontrolled eating, cognitive restraint, and emotional eating. Methods: We carried out this study with 1168 students (758 girls and 410 boys) studying at 7 different high schools in Ankara, Turkey. We used 3 measures. The first measure part assessed the participants’ demographic characteristics. We used 2 other validated measures, the Yale Food Addiction Scale and the Three-Factor Eating Questionnaire, to assess disordered eating behaviors. Results: No statistically significant difference was found between girls (12.9%) and boys (12%) in terms of food addiction (p = .67). We found that uncontrolled eating (p < .001), cognitive restraint (p = .007), and emotional eating (p < .001) scores were higher in individuals with food addiction (60.50±22.37; 38.39±24.41 and 57.42±28.49 respectively) than those without food addiction (40.17±24.74; 32.36±25.4 and 31.11±29.46 respectively). Furthermore, these eating behaviors increased the risk of food addiction in adolescents [Uncontrolled eating: OR: 1.02 (1.01-1.03); Cognitive Restraint: OR: 1.01 (1.00-1.02); Emotional Eating: OR: 1.016(1.009-1.024)]. Conclusions: Disordered eating behaviors can be seen more frequently among adolescents with food addiction compared to those without. In addition, these eating behaviors can increase the risk of food addiction relatively.
{"title":"Do Disordered Eating Behaviors Have an Effect on Food Addiction?","authors":"N. Alim, Kerim Gokustun, Gozde Caliskan, Z. Beşler","doi":"10.14485/hbpr.8.4.4","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.4","url":null,"abstract":"Objective: We aimed to evaluate the relationship between food addiction and uncontrolled eating, cognitive restraint, and emotional eating. Methods: We carried out this study with 1168 students (758 girls and 410 boys) studying at 7 different high schools in Ankara, Turkey. We used 3 measures. The first measure part assessed the participants’ demographic characteristics. We used 2 other validated measures, the Yale Food Addiction Scale and the Three-Factor Eating Questionnaire, to assess disordered eating behaviors. Results: No statistically significant difference was found between girls (12.9%) and boys (12%) in terms of food addiction (p = .67). We found that uncontrolled eating (p < .001), cognitive restraint (p = .007), and emotional eating (p < .001) scores were higher in individuals with food addiction (60.50±22.37; 38.39±24.41 and 57.42±28.49 respectively) than those without food addiction (40.17±24.74; 32.36±25.4 and 31.11±29.46 respectively). Furthermore, these eating behaviors increased the risk of food addiction in adolescents [Uncontrolled eating: OR: 1.02 (1.01-1.03); Cognitive Restraint: OR: 1.01 (1.00-1.02); Emotional Eating: OR: 1.016(1.009-1.024)]. Conclusions: Disordered eating behaviors can be seen more frequently among adolescents with food addiction compared to those without. In addition, these eating behaviors can increase the risk of food addiction relatively.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46124431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：