In this study elementary school children's food purchasing and consumer competency for a healthier diet were compared by their attitude toward the meal management. The subjects were 779 sixth grade elementary school children (417 boys and 362 girls) in Busan. They were classified into three groups: 'High' was composed of 226 subjects who had more than the mean +1/2 SD of attitude toward the meal management; 'Medium' was composed of 343 subjects who had the mean +/-1/2 SD; and 'Low' was composed of 210 subjects who had the less than the mean -1/2 SD. The results were as follows. The high group had less pocket money than the low group, and thought that their allowances were adequate to their needs. They also had a habit of entering amounts into an account book. The children in the low group purchased mostly snacks without making or practicing a budget. The high group purchased yogurt, fruit, or bread as snacks more frequently than the low group. More children checked the nutrient facts on the package in high group than in the low group. There were no significant differences in the consumer's knowledge of a healthy diet among the groups; but there were significant differences in the consumer's skill, and the consumer's attitude toward a healthy diet among the groups. The high group had higher skills and more positive attitudes than the low group. This research suggests that education can elevate interest and can help develop more positive attitudes toward healthy diets among children. The education can help them to develop planned food purchasing habits, and improve their consumer competency for a healthy diet.
Bread ; Budgets ; Child ; Diet ; Fruit ; Humans ; Meals ; Snacks ; Yogurt

This study investigated the eating habits of elementary school children and their perceptions related to traditional Korean foods, based on the health belief model. The subjects were fifth grade elementary school children (274 boys and 274 girls) in eight Korean cities. The results were as follows: The children ate almost three meals per day and were grateful for their meals. However, they irregularly consumed meals and snacks. They tended to eat heartily and did not eat foods that they had not yet eaten. Their meals were based on rice and they have eaten kimchi and vegetables at almost every meal. However, they had undesirable habits in eating other foods, such as fruits, fish, soybeans, and sweet foods. They did not sensitively or seriously perceive their eating habits in relation to their health. They perceived that it was very good for their nutrition, health, and tastes to eat traditional Korean foods, and they had pride in traditional Korean foods and eating style. Although they expressed some difficulty regarding availability and preparation of traditional Korean foods, they hardly felt difficulty in eating them. They had high dietary self-efficacy with regard to eating these foods, except for two items of self-regulation. Their eating habits showed positive correlation with dietary self-efficacy, perceived susceptibility, and perceived benefit. In conclusion, eating habits of elementary school children in relation to traditional Korean foods are not desirable, but not serious. They did not sensitively or seriously perceive their eating habits in relation to their health. However, they perceived that it was very good for their nutrition and health to eat traditional Korean foods, did not have a high level of difficulty in eating them, and had high dietary self-efficacy with regard to eating them. Therefore, we suggest that children should be exposed to various traditional Korean foods, along with education about them, in order to enhance their concern and motivation to eat them.
Child ; Eating ; Feeding Behavior ; Fruit ; Humans ; Meals ; Motivation ; Snacks ; Soybeans ; Vegetables

Purpose: The purpose of this study was to analyze the differences in creative dietary teaching efficacy and dietary perception among pre-service elementary school teachers according to their levels of participation in meal preparation. Methods: Data were collected nationwide from 345 pre-service elementary teachers using a self-administered 5-Likert questionnaire from October to November 2023. Results: First, the participation rate in meal preparation was significantly higher among male pre-service teachers compared to female pre-service teachers (p < 0.01). The participation rate exhibited an upward trend with increasing grade levels; however, a decline was observed in the fourth grade pre-service teachers (p < 0.05). Second, the mean score for creative dietary teaching efficacy was recorded at 3.90, with the subgroup that participated daily achieving the highest mean score of 4.07. A statistically significant difference was identified among three groups: those participating daily, those participating 1–5 days per week, and those rarely participating (p < 0.001). Third, the average score across the eight factors of dietary perception was 3.85. The subgroup participating more than three days per week demonstrated a significantly higher average score compared to the other groups (p < 0.001).The average scores for the factors of Convergence Utilizing Dietary Area competency, dietary value, cooking capacity, and dietary knowledge exhibited significant variations based on the frequency of participation (p < 0.001). Conclusion Expanding the participation of prospective teachers in meals preparation is effective in improving the efficacy of creative dietary teaching and dietary perception.Therefore, the importance of creative dietary practices and participation in the daily meal preparation process should be emphasized in the education course of elementary school preservice teachers.

Purpose: The purpose of this study was to analyze the differences in creative dietary teaching efficacy and dietary perception among pre-service elementary school teachers according to their levels of participation in meal preparation. Methods: Data were collected nationwide from 345 pre-service elementary teachers using a self-administered 5-Likert questionnaire from October to November 2023. Results: First, the participation rate in meal preparation was significantly higher among male pre-service teachers compared to female pre-service teachers (p < 0.01). The participation rate exhibited an upward trend with increasing grade levels; however, a decline was observed in the fourth grade pre-service teachers (p < 0.05). Second, the mean score for creative dietary teaching efficacy was recorded at 3.90, with the subgroup that participated daily achieving the highest mean score of 4.07. A statistically significant difference was identified among three groups: those participating daily, those participating 1–5 days per week, and those rarely participating (p < 0.001). Third, the average score across the eight factors of dietary perception was 3.85. The subgroup participating more than three days per week demonstrated a significantly higher average score compared to the other groups (p < 0.001).The average scores for the factors of Convergence Utilizing Dietary Area competency, dietary value, cooking capacity, and dietary knowledge exhibited significant variations based on the frequency of participation (p < 0.001). Conclusion Expanding the participation of prospective teachers in meals preparation is effective in improving the efficacy of creative dietary teaching and dietary perception.Therefore, the importance of creative dietary practices and participation in the daily meal preparation process should be emphasized in the education course of elementary school preservice teachers.

Purpose: The purpose of this study was to analyze the differences in creative dietary teaching efficacy and dietary perception among pre-service elementary school teachers according to their levels of participation in meal preparation. Methods: Data were collected nationwide from 345 pre-service elementary teachers using a self-administered 5-Likert questionnaire from October to November 2023. Results: First, the participation rate in meal preparation was significantly higher among male pre-service teachers compared to female pre-service teachers (p < 0.01). The participation rate exhibited an upward trend with increasing grade levels; however, a decline was observed in the fourth grade pre-service teachers (p < 0.05). Second, the mean score for creative dietary teaching efficacy was recorded at 3.90, with the subgroup that participated daily achieving the highest mean score of 4.07. A statistically significant difference was identified among three groups: those participating daily, those participating 1–5 days per week, and those rarely participating (p < 0.001). Third, the average score across the eight factors of dietary perception was 3.85. The subgroup participating more than three days per week demonstrated a significantly higher average score compared to the other groups (p < 0.001).The average scores for the factors of Convergence Utilizing Dietary Area competency, dietary value, cooking capacity, and dietary knowledge exhibited significant variations based on the frequency of participation (p < 0.001). Conclusion Expanding the participation of prospective teachers in meals preparation is effective in improving the efficacy of creative dietary teaching and dietary perception.Therefore, the importance of creative dietary practices and participation in the daily meal preparation process should be emphasized in the education course of elementary school preservice teachers.

Purpose: The purpose of this study was to identify the diet-related factors that influence the creative dietary teaching efficacy of elementary pre-service school teachers. Methods: Data were collected nationwide from 345 pre-service elementary teachers using a self-administered 5-Likert questionnaire from October to November 2023. Results: The factor analysis of diet-related perception was sub-grouped into competency of convergence using the dietary area (CUDA), dietary value, cooking capacity, educational direction, dietary trends, dietary knowledge, the pursuit of dietary practices, and globalization, with a total explanatory power of 61.59%. The creative dietary teaching efficacy comprised creative dietary practices, confidence in creative teaching methods and satisfaction in guiding students, with a total explanatory power of 63.34%. Senior students had the lowest average score for dietary trends factor (p < 0.05), but the highest score for dietary knowledge (p < 0.001). Creative dietary practices factor was significantly influenced by CUDA competency, dietary value, cooking capacity, pursuit of dietary practices, and globalization (p < 0.05).Confidence in creative teaching methods factor was positively influenced by CUDA competency, cooking capacity, educational direction, dietary knowledge, and pursuit of dietary practices (p < 0.05). Satisfaction in guiding students factor was significantly influenced by dietary value, cooking capacity, educational direction, and dietary trends (p < 0.001), while the pursuit of dietary practices had a significant negative effect (p < 0.01). Conclusion Dietary education that fosters the creative competencies required by future societies must be actively implemented. To strengthen prospective teachers' creative dietary teaching efficacy, various strategies to enhance CUDA competency, dietary knowledge and cooking capacity should be actively developed based on an understanding of dietary trends, globalization, educational direction, and dietary values linked to both personal life and society.

Purpose: The purpose of this study was to identify the diet-related factors that influence the creative dietary teaching efficacy of elementary pre-service school teachers. Methods: Data were collected nationwide from 345 pre-service elementary teachers using a self-administered 5-Likert questionnaire from October to November 2023. Results: The factor analysis of diet-related perception was sub-grouped into competency of convergence using the dietary area (CUDA), dietary value, cooking capacity, educational direction, dietary trends, dietary knowledge, the pursuit of dietary practices, and globalization, with a total explanatory power of 61.59%. The creative dietary teaching efficacy comprised creative dietary practices, confidence in creative teaching methods and satisfaction in guiding students, with a total explanatory power of 63.34%. Senior students had the lowest average score for dietary trends factor (p < 0.05), but the highest score for dietary knowledge (p < 0.001). Creative dietary practices factor was significantly influenced by CUDA competency, dietary value, cooking capacity, pursuit of dietary practices, and globalization (p < 0.05).Confidence in creative teaching methods factor was positively influenced by CUDA competency, cooking capacity, educational direction, dietary knowledge, and pursuit of dietary practices (p < 0.05). Satisfaction in guiding students factor was significantly influenced by dietary value, cooking capacity, educational direction, and dietary trends (p < 0.001), while the pursuit of dietary practices had a significant negative effect (p < 0.01). Conclusion Dietary education that fosters the creative competencies required by future societies must be actively implemented. To strengthen prospective teachers' creative dietary teaching efficacy, various strategies to enhance CUDA competency, dietary knowledge and cooking capacity should be actively developed based on an understanding of dietary trends, globalization, educational direction, and dietary values linked to both personal life and society.

Purpose: The purpose of this study was to identify the diet-related factors that influence the creative dietary teaching efficacy of elementary pre-service school teachers. Methods: Data were collected nationwide from 345 pre-service elementary teachers using a self-administered 5-Likert questionnaire from October to November 2023. Results: The factor analysis of diet-related perception was sub-grouped into competency of convergence using the dietary area (CUDA), dietary value, cooking capacity, educational direction, dietary trends, dietary knowledge, the pursuit of dietary practices, and globalization, with a total explanatory power of 61.59%. The creative dietary teaching efficacy comprised creative dietary practices, confidence in creative teaching methods and satisfaction in guiding students, with a total explanatory power of 63.34%. Senior students had the lowest average score for dietary trends factor (p < 0.05), but the highest score for dietary knowledge (p < 0.001). Creative dietary practices factor was significantly influenced by CUDA competency, dietary value, cooking capacity, pursuit of dietary practices, and globalization (p < 0.05).Confidence in creative teaching methods factor was positively influenced by CUDA competency, cooking capacity, educational direction, dietary knowledge, and pursuit of dietary practices (p < 0.05). Satisfaction in guiding students factor was significantly influenced by dietary value, cooking capacity, educational direction, and dietary trends (p < 0.001), while the pursuit of dietary practices had a significant negative effect (p < 0.01). Conclusion Dietary education that fosters the creative competencies required by future societies must be actively implemented. To strengthen prospective teachers' creative dietary teaching efficacy, various strategies to enhance CUDA competency, dietary knowledge and cooking capacity should be actively developed based on an understanding of dietary trends, globalization, educational direction, and dietary values linked to both personal life and society.

BACKGROUND/OBJECTIVES: There are limited studies investigating the eating patterns of children's favorite foods. The present study aimed to evaluate a wide range of children's favorite foods, derive its eating patterns, and identify factors related to the patterns. SUBJECTS/METHODS: A nationwide cross-sectional study included 5,458 students in elementary, middle, and high schools. The survey was conducted at each school to evaluate children's favorite food intake, including the intake frequency of 31 food items or food groups, and its related factors, such as demographic, economic, and environmental characteristics and awareness of policies on children's favorite foods. Factor analysis using varimax rotation method and logistic regression analysis were conducted. RESULTS: Two factors were derived as major eating patterns from data of children's favorite foods: the ‘unhealthy eating pattern’ which mainly involves confectionery, chocolate, ramen, fried food, etc.; and the ‘healthy eating pattern’ which mainly involves soybean milk, vegetables, fruit juice, and nuts. A stepwise selection procedure through the regression analysis revealed that allowance, use of screen media, less awareness of policies on children's favorite foods, and less interest in health were positively related to the tendency of unhealthy or less-healthy eating patterns (P < 0.05). CONCLUSIONS: This study examined that the eating patterns of children's favorite foods were associated with certain environmental characteristics and awareness about the related policies. These findings suggest that a nutrition education program regarding children's favorite foods needs to be conducted according to the characteristics of students to develop their healthy eating habits and proper choice of favorite foods.
Cacao ; Child ; Cross-Sectional Studies ; Diet ; Eating* ; Education ; Fruit and Vegetable Juices ; Humans ; Korea* ; Logistic Models ; Methods ; Milk ; Nuts ; Soybeans ; Vegetables

Objectives: This study aimed to propose an efficient mental health service plan to be implemented during epidemics by identifying the mental health characteristics of people who have returned from countries with large-scale coronavirus disease-2019 (COVID-19) outbreaks. Methods: We analyzed the mental health evaluation scale data submitted by 504 quarantined people who had returned from countries hit by the COVID-19 pandemic from January to April 2020 through a government support project. Results: The average age of the study group was 35.6±8.72 years, and males accounted for 67.1% and females 32.9% of the total subjects. The screening score for post-traumatic stress disorder was met by 12.1% of the subjects. Moderate to high level of depression and anxiety symptoms were seen in 10.7% and 7.0%, respectively. Also, 2.2% of the group complained of clinical level somatization symptoms, and 1.4% were evaluated as being at a high risk of suicide. The average scores and the proportion of subjects at high risk on all scales were significantly higher in female than in male. In a comparison by age, the average score of post-traumatic stress symptoms was significantly higher in subjects in their 20s than those in their 50s, and the proportion of the subjects at high risk for post-traumatic stress symptoms also showed a significant variation between age groups. However, there were no significant differences by age with respect to depression, anxiety, somatic symptoms, and suicidal tendencies. Conclusion During an epidemic, the mental health problems of people may increase, and the risk appears to be higher in female and young adults. Therefore, in addition to strong protection policies, a customized support system for each target group is required.