國小學童水果攝取量及其影響因素與營養教育課程教學目標之檢視

論文名稱(中/英文)	研究生	指導教授
國小學童水果攝取量及其影響因素與營養教育課程教學目標之檢視 A Student on the Influential Factors of Fruit Intake Behavior among Elementary School Students and an Investigation of Teachers	籃玉珍	游素玲博士
[ 摘要 ]
本研究旨在於了解國小四到六年級學童水果攝取行為之現況，並探討個人因素、環境因素、行為因素與水果攝取行為之間的關係，及檢視營養教育課程教學目標。研究對象為411位台北縣某國小學童，以問卷調查法蒐集資料，研究工具為研究者改編國外學者發展的量表。所得資料主要結果歸納如下：（1）國小學童對水果的喜好程度為中上強度、對吃水果的自覺利益度的態度偏正向、在食用水果時遇到障礙的程度並不強烈、水果自我效能傾向有一些信心、家人及老師的社會支持情形屬於普通的程度、觀察到榜樣攝取水果的情形屬於普通、被規定要攝取水果的情形並不普遍、環境可及性情形普通、家中每週差不多平均家中會有7樣、學童水果處理能力屬於中上。（2）女生比男生在「自覺利益」與「自覺障礙」有較高的得分、六年級的「模仿」榜樣大於四、五年級、四年級的「社會支持」高於六年級、五、六年級的「處理水果能力」優於四年級、六年級的「自覺障礙」多於四年級。（3）水果攝取量除了「家中可及性」沒有相關之外，其餘因素皆和水果攝取量有相關，其中又以「自我效能」的相關係數最高。處理水果能力來看，除了和「模仿」、「規定」沒有相關，和其他因素皆有相關，其中以「自我效能」最高，「處理水果能力」次之，但與「家中可及性」和「自覺障礙」為負相關。（4）「規定」、「自覺障礙」、「自我效能」、「家中可獲性」可預測水果攝取量變異量的16.3%，其中以「家中可獲性」及「自我效能」的標準化迴歸係數絕對值最大，表示相對來說對水果攝取量的影響較大。
[ Abstract ]
This study aimed to understand the current status elementary school children grades four to six acts of the current status of fruit intake, and to explore the personal factors, environmental factors, behavioral factors and the relationship between fruit intake behaviors. Data was collected through a questionnaire survey on 411 students from a certain elementary school in Taipei County, and the tool used was a scale adapted by the researchers from foreign scholars. The key findings are summarized as follows: (1) For elementary school students, their preferences for the fruit were medium to high and their attitude toward perceived benefits of the fruit was more positive, with moderate obstacles encountered in fruit consumption and some confidence in fruit self-efficacy tendency. Social encouragement from family and teachers was average, and so was the level of fruit consumption of role models observed. Most students were not asked to take fruit, accessibility to fruit in the environment was average with an average of 7 types of fruit found in households per week, and their skills in handling fruit was medium to high. (2) Girls scored higher than boys in "perceived benefits" and "perceived barriers", while the "modeling" example of the sixth grade was greater than fourth or fifth grade, the "social encouragement" of the fourth grade was higher than the sixth grade, the "skills" of the fifth and sixth grade was superior to the fourth grade, and the "perceived barriers" of the sixth grade was better than the fourth grade. (3) Apart from "accessibility of fruit at home", fruit consumption was related to other factors, of which "self-efficacy" had the highest correlation coefficient. Looking at skills, it related to all factors other than "modeling" and "rules", of which "self-efficacy" was the highest followed by "skills". But it had a negative relationship with "accessibility of fruit at home" and "perceived barriers". (4) "Rules", "perceived barriers", "self-efficacy", and "accessibility to fruit at home" accounted for 16.3% of predictable variance in fruit consumption, of which "accessibility to fruit at home" and "self-efficacy" had the greatest absolute value of standardized regression coefficient, indicating a relatively stronger influence on fruit consumption.