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Universiw Micrdnlms International 300 N /Efcb RU , ANN AHBUH, Ml 48106 8209110 INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in "sectioning" the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases we have filmed the best available copy. UniversiW Micrdnlms international 300 N /EfcB RU , ANN AHBUH, Ml 48106 8209110 Corey, Maxinc Marie Jones NUTRITION KNOWLEDGE OF YOUNG ADULTS Iowa State University PH.D. 1981 University Microfilms Internâtionsii 300N.Z»* Roma. AnnA*or. Ml 48106 Copyright 1981 by Corey, Maxine Marie Jones All Rights Reserved PLEASE NOTE: In all cases this material has been filmed in the best possible way from tfie available copy. Problems encountered with this document have been identified here with a check mark V . 1. Glossy photographs or pages 2. Colorsd illustrations, paper or print 3. Photographs with dark background 4. Illustrations are poor copy 5. Pages with black marks, not original copy 6. Print shows through as there is text on both sides of page 7. Indistinct, broken or small print on several pages 8. Print exceeds margin requirements 9. Tightly bound copy with print lost in spine 10. Computer printout pages with indistinct print 11. Page(s) lacking when material received, and not available from school or author. 12. Page(s) seem to be missing in numbering only as text follows. 13. Two pages numbered . Text follows. 14. Curling and wrinlded pages 15. Other University Microfilms International Nutrition knowledge of young adults by Maxlne Marie Jones Corey A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Food and Nutrition Major: Nutrition Approved: Signature was redacted for privacy. In Charge of Major Work Signature was redacted for privacy. or theJfMajor Department Signature was redacted for privacy. Iowa State University Ames, Iowa 1981 Copyright Maxine Marie Jones Corey, 1981. All rights 11 TABLE OF CONTENTS Page INTRODUCTION 1 REVIEW OF LITERATURE 3 Nutrition Generalizations and Facts 3 Nutrition and Health Knowledge 18 Nutrition knowledge of homemakers and parents 18 Nutrition knowledge of elementary, junior high and senior high school students 47 Nutrition knowledge of junior college and university students 60 Health knowledge and misconceptions of senior high school, junior college and university students 67 Nutrition misconceptions of senior high school students and adults 75 Nutrition knowledge of health practitioners and students 85 Nutrition knowledge of educators 101 Nutrition knowledge of groups receiving nutrition education 116 PROCEDURES 171 Identification of Generalizations and Supporting Facts 171 Development of a Table of Specifications 172 ill Page Selection of Item Type 174 Preparation of Pretest 175 Administration of Pretest 178 Analysis of Pretest Data 178 Selection of Items for Nutrition Knowledge Questionnaire 179 Standardization of Questionnaire 185 Questionnaire Administration to Test Groups 186 Analysis of Questionnaire Data 188 RESULTS 236 Standardization Group 236 Difficulty 236 Reliability coefficient 237 Standard error of measurement 237 Item analysis 238 Test Groups 241 Discussion of Findings 244 SUMMARY 268 BIBLIOGRAPHY 272 ACKNOWLEDGMENTS 289 APPENDIX A, NUTRITION AND HEALTH KNOWLEDGE TESTS 290a APPENDIX B. EXPERT JUDGES FOR REVIEW OF NUTRITION GENERALIZATIONS AND SUPPORTING FACTS, BEHAVIORAL OBJECTIVES, AND QUESTIONNAIRE ITEMS 344 Iv Page APPENDIX C. LETTERS TO EXPERT JUDGES FOR REVIEW OF GENERALIZATIONS, SUPPORTING FACTS AND QUESTIONNAIRE ITEMS 346 APPQIDIX D. CONSENT FORM FOR HUMAN SUBJECTS IN RESEARCH 353a APPENDIX E. QUESTIONNAIRE ORAL DIRECTIONS 354 APPENDIX F. HOME ECONOMISTS AWINISTERING QUESTIONNAIRE 355 APPENDIX G. NUTRITION KNOWLEDGE QUESTIONNAIRE BOOKLET FOR PARENTS 356a APPENDIX H. ANSWER KEY TO NUTRITION KNOWLEDGE QUESTIONNAIRE 366 V LIST OF TABLES Page Table 1. Score assignments for nutrition knowledge test 24 Table 2. Table of specifications for nutrition knowledge test 29 Table 3. Test specifications for knowledge-attitude Instrument 52 Table 4. Nutrition knowledge scores of subjects expected to score high and low 57 Table 5. Nutrition knowledge scores of medical students from four schools 88 Table 6. Scores of nurses in four categories of nutrition knowledge 96 Table 7. Means, standard deviations and reliability coefficients on a nutrition knowledge test 111 Table 8. Nutrition knowledge scores and Kuder-Rlchardson formula-20 reliability estimates of subjects including nutrition educators 113 Table 9. Test statistics for nutrition achievement tests 119 Table 10. Pre- and post-test knowledge scores of fourth graders in Wisconsin 127 Table 11. Nutrition knowledge scores and Kuder-Rlchardson formula-20 reliability indices for 11th and 12th graders 149 Table 12. Generalizations and supporting facts in nutrition for young adults 189 Table 13. Percent distribution of cognitive levels of items on nutrition knowledge tests 205 vl Page Table 14. Table of specifications for nutrition knowledge questionnaire (total of SO questions) 207 Table 15. Classification of nutrition knowledge pretest items by objective and cognitive taxonomy level (K " knowledge, C • comprehension and A - application) 209 Table 16. Item analysis of the 75-ltem nutrition knowledge pretest 234 Table 17. Classification of nutrition knowledge questionnaire items by objective and cognitive taxonomy levels (K » knowledge, C = comprehension and A - application) 247 Table 18. Item analysis data for the 50-item nutrition knowledge questionnaire for the standardization group 263 Table 19. Mean difficulty on questionnaire items for each content area and objective (percent) 265 Table 20. Nutrition knowledge of various adult groups 367 1 INTRODUCTION One of the paramount goals of education at any level Is to (evelop an Informed population. Provision of nutrition education was a major recommendation of the White House Conference on Food, Nutrition and Health (1970). RecomendatIon No. 6 set the stage for a curriculum In nutrition education. Throughout his life every person should be able to make decisions on his choices of food based on an understanding of his needs as determined by: (1) his physiological state and physical activities, (2) his knowledge of the nutrient composition of plant, animal and formulated foods In his environment, (3) his ability to distinguish between truth and distortion In relation to foods, nutrition and health, (4) his personal likes and cultural background, and (5) his ability to use his available resources whatever they may be (White House Conference on Food, Nutrition and Health, 1970, p. 150). If the goal for nutrition education Is to enable Individuals to gain understanding and skills which are necessary to provide and protect their nutritional well-being through the choices of food they make, objectives for nutrition education must Include stimulation of public understanding and access to current information about nutritional well-being, and evaluations made of the public's knowledge of nutrition must include a determination of the ability to apply nutrition concepts (Ullrich, 1979). Application of nutrition knowledge was considered by Pye (1976) to be an underlying responsibility of nutrition education. 2 A review of the nutrition Information in the form of concept#, generalizations, behavioral objectives, and competencies considered essential for various audiences showed diversity of expectations for different groups. An effort was made in the current study to identify the common information needed by different adult groups. I.e., students, teachers. Expanded Food and Nutrition Education Program (EFNEP) aides, and parents. One of the objectives of this study was to identify a framework of nutrition generalizations and supporting facts essential for adults.
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