Teach What You Eat: Student Biology Teachers' Intention to Teach Sustainable Nutrition
Autor(en): | Weber, A. Hahn, S.C. Fiebelkorn, F. |
Stichwörter: | adult; article; controlled study; dependent variable; education for sustainable development; female; Germany; human; human experiment; independent variable; intention; major clinical study; male; nutrition; questionnaire; sustainable development; sustainable nutrition; teacher training; teaching; theory of planned behavior; young adult | Erscheinungsdatum: | 2021 | Herausgeber: | Elsevier Inc. | Journal: | Journal of Nutrition Education and Behavior | Volumen: | 53 | Ausgabe: | 12 | Startseite: | 1018 | Seitenende: | 1027 | Zusammenfassung: | Objective: To explain student biology teachers' intention to teach sustainable nutrition (SN) in classes using an extended model of the theory of planned behavior. Design: Germany-wide online questionnaire study in November/December 2019. Participants: A total of 621 student biology teachers (mean age, 23.3 years; SD, 3.9 years; 77% female). Dependent Variable: Intention to teach SN. Independent Variables: Theory of planned behavior variables (attitudes toward teaching, subjective norms, self-efficacy), intention to eat sustainably, attitudes toward SN, knowledge about SN, prior university education for sustainable development experiences. Analyses: Descriptive statistics, bivariate Spearman correlations, and a path model are reported. Results: The extended TPB model provided a moderate-to-high explanation of the intention to teach SN (R² = 0.50; P < 0.001). Respondents with a higher intention to eat sustainably in their daily lives reported more positive attitudes toward teaching, higher self-efficacy, and a higher teaching intention. Prior university education for sustainable development experiences also predicted the intention to teach. A higher level of knowledge about SN was only associated with higher self-efficacy. Conclusions and Implications: Lectures and seminars on SN in biology teacher training may foster student (biology) teachers' self-efficacy in teaching SN and ensure that they understand the importance of their subject-specific commitment, involvement, and attitudes in implementing SN in schools. © 2021 Society for Nutrition Education and Behavior |
ISSN: | 14994046 | DOI: | 10.1016/j.jneb.2021.07.012 | Externe URL: | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117248686&doi=10.1016%2fj.jneb.2021.07.012&partnerID=40&md5=db85dcafbe6354a2e05d83539b45bb4f |
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geprüft am 18.05.2024