Increasing fruit and vegetable consumption among 4th and 5th grade students: results from focus groups using reciprocal determinism |
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| Affiliation: | 1. Division of Behavioral Sciences and Health Education, Emory University School of Public Health, Atlanta, Georgia 30329;2. Georgia Institute for the Prevention of Human Disease and Accidents, Medical College of Georgia, Augusta, Georgia 30912–3710;3. Porter Novelli, Omnicom PR Network, Washington, D.C. 20007;4. Division of Nutrition, Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control, Atlanta, Georgia 30333;1. Section of Palliative Care, Division of Primary Care and Population Health, Department of Medicine, Stanford School of Medicine, Palo Alto, California, USA;2. Health Education, Engagement and Promotion, Department of Patient Experience, Stanford Health Care, Palo Alto, California, USA;1. Institute of High Energy Physics, Chinese Academy of Sciences, Beijing 100049, China;2. School of Physical Sciences, University of Chinese Academy of Sciences, Beijing 100049, China;2. Swiss Tropical and Public Health Institute, Basel, Switzerland;3. University of Basel, Basel, Switzerland;4. Swiss Federal Office of Public Health, Division Communicable Diseases, Bern, Switzerland;5. Cantonal Office of Consumer Protection Zurich, Zurich, Switzerland;6. Federal Food Safety and Veterinary Office, Bern, Switzerland;7. Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Zurich, Switzerland;1. School of Kinesiology, The University of British Columbia, Canada;2. School of Human Sciences (Exercise and Sports Science), The University of Western Australia, Australia |
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| Abstract: | The Year 2000 Goals for the U.S. identify a goal of five servings per day of fruits and vegetables (F&V), which is roughly double what children are currently eating. Focus group discussions (based on the reciprocal determinism concept in social learning theory) were conducted with 4th and 5th grade students, their parents, teachers, and school food service workers, in preparation for the design of a school nutrition education program to increase consumption of F&V. A social learning theory perspective was taken because it has been demonstrated to be useful in the design of effective school nutrition education programs. A theory-based protocol delineating the sequence of questions to be asked in each focus group was designed before each group met. Discussions were conducted with ten groups of students, two groups each of teachers and of parents, and one of school food service employees. Three general factors appeared to be most likely to increase F&V consumption in these children: increasing availability of F&V in the home, enhancing liking for vegetables, and providing skills in increasing F&V availability and in preparing F&V. |
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