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Food-related beliefs, eating behavior, and classroom food practices of middle school teachers.

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Title: Food-related beliefs, eating behavior, and classroom food practices of middle school teachers.
Authors: Kubik MY (AUTHOR), Lytle LA (AUTHOR), Hannan PJ (AUTHOR), Story M (AUTHOR), Perry CL (AUTHOR)
Source: Journal of School Health. Oct2002, Vol. 72 Issue 8, p339-345. 7p.
Subjects: Food habits, Middle school teachers
Geographic Terms: United States
Abstract: This study examined classroom food practices and eating behavior of middle school teachers from 16 schools in a metropolitan area, located in the upper Midwest. In winter 1999-2000, teachers in sixth, seventh, and eighth grade were surveyed (response rate = 70%; n = 490/701). Questions addressed teachers' classroom food practices, eating behavior while at school, personal health, and attitudes about the school food environment. Use of food as an incentive/reward for students was a common classroom practice in middle schools, and most foods did not support development of health eating patterns by young adolescents. Candy was the most frequently used food item, reported by 73% of teachers, followed by cookies/doughnuts (37%), sweetened drinks (35%), and pizza (28%). Many middle school teachers did not role model healthy eating behavior at school. Prevalent use of vending was a particular concern, with beverage and snack vending use reported by 62% and 35% of teachers, respectively. Most vending items purchased were sweetened drinks (57%) and high-fat or high-sugar snacks (85%). Low perceived personal health, high-fat scores, and low support for the school food environment were some of the significant correlates of teachers' eating behavior. School and health professionals should continue to advocate for schoolwide policies and programs that support students and teachers if the goal of an integrated healthy school food environment is to be realized. [ABSTRACT FROM AUTHOR]
Copyright of Journal of School Health is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Food-related beliefs, eating behavior, and classroom food practices of middle school teachers.
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  Data: <searchLink fieldCode="AR" term="%22Kubik+MY%22">Kubik MY</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lytle+LA%22">Lytle LA</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hannan+PJ%22">Hannan PJ</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Story+M%22">Story M</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Perry+CL%22">Perry CL</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+School+Health%22">Journal of School Health</searchLink>. Oct2002, Vol. 72 Issue 8, p339-345. 7p.
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  Data: This study examined classroom food practices and eating behavior of middle school teachers from 16 schools in a metropolitan area, located in the upper Midwest. In winter 1999-2000, teachers in sixth, seventh, and eighth grade were surveyed (response rate = 70%; n = 490/701). Questions addressed teachers' classroom food practices, eating behavior while at school, personal health, and attitudes about the school food environment. Use of food as an incentive/reward for students was a common classroom practice in middle schools, and most foods did not support development of health eating patterns by young adolescents. Candy was the most frequently used food item, reported by 73% of teachers, followed by cookies/doughnuts (37%), sweetened drinks (35%), and pizza (28%). Many middle school teachers did not role model healthy eating behavior at school. Prevalent use of vending was a particular concern, with beverage and snack vending use reported by 62% and 35% of teachers, respectively. Most vending items purchased were sweetened drinks (57%) and high-fat or high-sugar snacks (85%). Low perceived personal health, high-fat scores, and low support for the school food environment were some of the significant correlates of teachers' eating behavior. School and health professionals should continue to advocate for schoolwide policies and programs that support students and teachers if the goal of an integrated healthy school food environment is to be realized. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of School Health is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=106820941
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      – Type: doi
        Value: 10.1111/j.1746-1561.2002.tb07921.x
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      – Code: eng
        Text: English
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        StartPage: 339
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        Type: general
      – SubjectFull: Middle school teachers
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      – SubjectFull: United States
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              Text: Oct2002
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              Y: 2002
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