臺灣博碩士論文加值系統

越來越多證據顯示，成年時期的飲食習慣會受到兒童時期的飲食行為影響。社會認知理論是目前廣泛使用於營養教育的理論之一，此理論強調人類產生的行為取決於個人行為和環境因素的相互作用。由於飲食和健康之間息息相關，因此在兒童時期建立良好的飲食營養觀念，進而改善兒童健康飲食行為，對提升食品安全教育是相當重要的一環。本研究旨在探討營養教育對國小五、六年級學童水產品相關知識、態度與行為之影響，以作為學校基礎營養教育參考。本研究採用「隨機抽樣實驗組對照組設計」，立意選取基隆市中山區國小五、六年級學生及其主要照顧者為實驗對象，實驗組 (n=59)、對照組 (n=63)。實驗組接受營養教學介入，對照組則無實驗處理，並於教學前、後一週分別對兩組學童實施問卷前、後測，以了解教學介入之立即影響，並於十週後進行後後測，以了解教學介入之延宕效果。問卷測驗信度分析為Cronbach’s Alpha=0.844，代表研究結果可信度高。問卷分析結果顯示(1)學童的營養知識來源多來自於父母 (24.4％)，其次是學校老師或護士阿姨 (21.2％)與電視節目 (18.8％)，學童的營養知識多數受到家庭與學校環境的影響。(2)在營養教育介入後，實驗組學童及家長營養知識分數明顯增加 (p < 0.0001)，此外，實驗組學童的水產品食物攝取頻率亦明顯增加(p < 0.0001)，但學童與家長對水產品飲食態度並未有明顯的改變 (p = 0.152, p= 0.520)。(3)對照組學童與家長的營養知識分數在後測並未有顯著增加 (p = 0.083, p = 0.321)，但對照組學童與家長的水產品飲食態度有顯著的改變 (p = 0.006, p = 0.004)，對照組學童攝取頻率在後測與後後測亦無顯著增加 (p = 0.064, p = 0.234)。(4)對於學童食物攝取環境層面的影響包括：有效提升家人、老師與同學鼓勵學童攝取水產品食物的頻率，學童推薦家人及推薦同學食用水產品的頻率亦有顯著提升。(5)家人與老師的鼓勵行為、學童曾推薦家人與同學之行為、知覺攝取水產品利益、克服障礙攝取行為、主觀規範與攝取頻率皆有正相關性。研究結果顯示，國小學童水產品營養教育確實可以提升學童對水產品的營養知識及攝取頻率，若營養教育介入同時亦可提升環境中水產品食物的可獲性，應可增加營養教育介入成效。

There is increasing evidence that eating habits in adulthood are influenced by childhood eating behavior. The theory of social cognition is one of the theories widely used in nutrition education. This theory emphasizes that human behavior depends on the interaction between individual behavior and environmental factors. Due to the close relationship between diet and health, establishing a good concept of diet and nutrition in childhood and improving children's healthy eating behavior is an important part of improving food safety education. The purpose of this study was to investigate the impact of nutrition education on knowledge, attitudes, and behaviors of aquatic products for children in grades 5 and 6 in the elementary school and to serve as a reference for school nutrition education. In this study, the “random sampling intervention group control group design” was adopted, and the intention was to select the primary 5th and 6th grade students and their main caregivers from Zhongshan District, Keelung City as experimental subjects. The intervention group (n=61) and control group (n=63). The experimental group received intervention in nutrition teaching, and the control group had no intervention treatment. Before and after the teaching, the two groups of students were tested before and after the questionnaire to understand the immediate impact of the teaching intervention, and after ten weeks, the post-test was performed. To understand the delay effect of teaching intervention. The reliability test of the questionnaire was Cronbach’s Alpha=0.844, which represented a high degree of credibility of the study results. The results of the questionnaire analysis showed that (1) The source of nutritional knowledge among students was mostly from parents (24.3%), followed by schoolteachers or nurses (21.2%) and television programs (18.8%). The nutritional knowledge of students was mostly influenced by family and school environment. (2) After intervention in nutrition education, the nutritional knowledge scores of students and parents in the intervention group increased significantly (p<0.0001). In addition, the frequency of food intake of fish in the intervention group was significantly increased (p<0.0001), but the students and parents The dietary attitudes of aquatic products did not change significantly (p=0.152, p=0.520). (3) Nutrition knowledge scores of students and parents in the control group did not increase significantly in the posttest (p=0.083, p=0.321), but there was a significant change in the dietary attitudes of the students and parents in the control group (p=0.006, p=0.004), there was no significant increase in the frequency of ingestion in the control group between post-test and post-test (p=0.064, p=0.234). (4) The environmental impacts of schoolchild food intake include: Effectively increasing the frequency of encouraging family members, teachers, and classmates to encourage their students to consume aquatic food. The frequency of students recommending family members and recommending students to consume aquatic products has also increased significantly. (5) Encouraging behaviors of family members and teachers, students had recommended behaviors of family members and classmates, perception of aquatic products, overtaking of obstacles, subjective norms and frequency of ingestion. The results of the study showed that the nutritional education of children in aquatic products in the primary school can indeed increase the knowledge and frequency of nutrition for students. If nutritional education is involved in improving the availability of aquatic foods in the environment, it should increase nutrition education involves effectiveness.

摘要 I
Abstract II
目錄 IV
圖目錄 VI
表目錄 VII
壹、前言 1
一、研究背景 1
二、研究目的 2
貳、文獻整理 3
一、我國學童營養概況 3
二、水產品食物攝取與營養之關係 4
(一)水產品之營養成份 4
(二)魚油的營養價值 5
三、學童飲食行為影響因素 6
(一)個人因素 6
1. 知識、態度、行為 6
2. 自我效能 7
(二)外在環境 7
1. 學校環境 7
2. 家庭環境 7
參、研究方法 10
一、研究對象 10
(一)學校選取 10
(二)研究對象 10
二、研究設計與架構 10
(一)研究設計 10
(二)研究架構 10
三、研究工具 12
(一)評估問卷 12
1.國小學童水產品營養教育課程評量問卷 12
2.主要照顧者水產品知識與態度評量問卷 13
(二)營養教育課程 13
1.學童營養教育課程 13
2.家長簡訊 13
四、研究流程 14
肆、資料處理與統計分析 16
一、描述性統計分析 16
二、曼-惠特尼U檢定 16
三、成對樣本t檢定 16
四、獨立樣本t檢定 16
五、二因子變異數分析 16
六、皮爾森積差相關分析 16
伍、結果與討論 18
一、研究對象基本資料 18
二、水產品評量問卷信效度分析 18
三、水產品營養知識來源 18
四、水產品營養教育介入成效評估 18
(一) 營養教育介入對學童、家長水產品食物營養知識之影響 18
(二) 營養教育介入對學童及家長心理社會因子的影響 19
1.行為態度 19
2.主觀規範 19
3.水產品食物之可獲性及可及性 19
4.水產品食物之克服障礙攝取行為和自我效能 19
5.家長模範與鼓勵行為 20
6.人際因素方面之影響 20
(三)營養教育介入對學童水產品食物攝取頻率之影響 20
(四)水產品食物攝取頻率與心理社會因子之相關性 20
陸、結論與建議 22
一、結論 22
二、建議 22
柒、參考文獻 23
附錄一、國小學童水產品飲食成效評量問卷架構表 40
附錄二、國小學童水產品飲食成效評量問卷 41
附錄三、家長(主要照顧者)問卷 49
附錄四、營養教育活動課程 52
附錄五、家長營養簡訊 57

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