OBJECTIVE: To examine reliability of validity-tested instruments measuring fruit and vegetable (FV) preference and self-efficacy (SE) for and attitude (AT) toward cooking. METHODS: In Santa Fe, New Mexico, following cognitive interviews with 123 fourth- and fifth-graders, surveys were administered twice, less than 2 weeks apart, to students in 16 classrooms without intervening nutrition education. Results were assessed using Pearson correlation coefficient, Cronbach α, marginal homogeneity, Wilcoxon, and paired t tests. RESULTS: Individual test-retest scores were significantly (P < .001) correlated (n = 344; 72.9% Hispanic); r = 0.80 (SE), 0.82 (AT), and 0.88 (FV). Cronbach α was ≥ 0.74 for all survey administrations. Classroom test-retest scores were significantly correlated (SE r = 0.66, AT r = 0.88, and FV r = 0.92). Self-efficacy and AT toward cooking were higher in girls (P < .001). CONCLUSIONS AND IMPLICATIONS: Validity-tested 8-item SE, 6-item AT, and 16-item FV surveys showed internal consistency and test-retest reliability and are suitable for impact assessment of cooking-based education interventions, specifically Cooking with Kids.
OBJECTIVE: To examine reliability of validity-tested instruments measuring fruit and vegetable (FV) preference and self-efficacy (SE) for and attitude (AT) toward cooking. METHODS: In Santa Fe, New Mexico, following cognitive interviews with 123 fourth- and fifth-graders, surveys were administered twice, less than 2 weeks apart, to students in 16 classrooms without intervening nutrition education. Results were assessed using Pearson correlation coefficient, Cronbach α, marginal homogeneity, Wilcoxon, and paired t tests. RESULTS: Individual test-retest scores were significantly (P < .001) correlated (n = 344; 72.9% Hispanic); r = 0.80 (SE), 0.82 (AT), and 0.88 (FV). Cronbach α was ≥ 0.74 for all survey administrations. Classroom test-retest scores were significantly correlated (SE r = 0.66, AT r = 0.88, and FV r = 0.92). Self-efficacy and AT toward cooking were higher in girls (P < .001). CONCLUSIONS AND IMPLICATIONS: Validity-tested 8-item SE, 6-item AT, and 16-item FV surveys showed internal consistency and test-retest reliability and are suitable for impact assessment of cooking-based education interventions, specifically Cooking with Kids.
Authors: Deborah L Dewar; David R Lubans; Ronald C Plotnikoff; Philip J Morgan Journal: Int J Behav Nutr Phys Act Date: 2012-04-02 Impact factor: 6.457
Authors: Jayne A Fulkerson; Melissa L Horning; Daheia J Barr-Anderson; Jennifer A Linde; Abbey C Sidebottom; Rebecca Lindberg; Sarah Friend; Colleen Flattum; Rebecca L Freese Journal: Contemp Clin Trials Date: 2020-09-28 Impact factor: 2.226
Authors: Sam Liu; Isabela Gouveia Marques; Megan A Perdew; Karen Strange; Teresa Hartrick; Joy Weismiller; Geoff D C Ball; Louise C Mâsse; Ryan Rhodes; Patti-Jean Naylor Journal: BMJ Open Date: 2019-10-31 Impact factor: 2.692