• 沒有找到結果。

健康餐飲介入對大學生營養認知之探討 Effects of Healthy Meal Intervention on Nutritional Knowledge of College Students

N/A
N/A
Protected

Academic year: 2021

Share "健康餐飲介入對大學生營養認知之探討 Effects of Healthy Meal Intervention on Nutritional Knowledge of College Students"

Copied!
1
0
0

加載中.... (立即查看全文)

全文

(1)

健康餐飲介入對大學生營養認知之探討

Effects of Healthy Meal Intervention on Nutritional Knowledge of College Students

中文摘要

本研究藉由國立政治大學校園內餐飲業者推出健康餐飲的環境營養介入方式,

探討對校內學生健康餐飲認知及營養知識的影響。研究方法是在介入前

(n=710)以問卷調查同學每日的飲食攝取、高熱量食物攝取頻率,及營養知識 現況,再針對其中有參與介入的同學(n=148)進行介入後的問卷調查。結果發 現有87.2%的同學(n=612)一天攝取主食類在 3 碗以下,有 17.4%的同學

(n=124)蛋豆魚肉類每天攝取份量達 4 份以上及 85.9%的同學(n=602)蔬菜

類的每天攝取量未達3 碟。含糖飲料為同學每週攝取最多的較高熱量食品,其他

依次為糖果類、高油食品類、餅乾類、糕點類及泡麵類。營養知識平均得分為 10.6±2.3 分,其中男生(n=323)平均 10.4±2.5 分、女生(n=387)平均 10.8±2.2 分,女生的營養知識平均得分顯著高於男生(P=0.03)。環境營養介入後,同學 的營養知識平均得分有顯著增加的趨勢(由10.96±1.99 分增加到 11.35±1.78 分,

P<0.001),介入後不知道健康餐飲的同學則由 39.2%(n=58)降為 16.2%

(n=24),而介入後有買過健康盒餐的同學認為其優點依序為:較不油膩、已 知熱量及比較清淡。

英文摘要

The study investigated the effect on healthy meal awareness and nutritional

knowledge of college students with the manners of the campus cafeteria introducing healthy meals within National Chengchi University as an environmental nutritional intervention. Before the intervention (n=710), questionnaires were used for daily dietary intakes, frequency of eating high-calorie foods, and current nutritional knowledge of college students. For those who involved in the intervention (n=148), post-intervention questionnaire was proceeded. The results revealed 87.2% of college students (n=612) took fewer than 3 servings of grains, where 17.4% (n=124) took more than 4 servings of meat and 85.9% (n=602) took fewer than 3 servings of vegetables. During a week sweetened drinks were the most-taken, high-in-calorie food, and others, in sequence, were candies, greasy foods, cookies, cakes and instant noodles. The average score of nutritional knowledge was 10.6±2.3, 10.4±2.5 for males (n=323) and 10.8±2.2 for females (n=387), indicating nutritional knowledge of females was significantly higher than that of males. With the environmental

nutritional intervention, the average score increased for all students (from 10.96±1.99 to 11.35±1.78, P<0.001). The percentage lowered from 39.2%(n=58) to 16.2%

(n=24) for those did not aware of healthy meals after the intervention. The students

(2)

who had tried healthy meals after the intervention thought the benefits of the meal were less greasy, known calories and light.

參考文獻

相關文件

Reading Task 6: Genre Structure and Language Features. • Now let’s look at how language features (e.g. sentence patterns) are connected to the structure

reading and creating multimodal texts, promoting Reading across the Curriculum (RaC) and developing students’ self-directed learning capabilities... “Work as a team to identify the

understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are

• Develop motor skills and acquire necessary knowledge in physical and sport activities for cultivating positive values and attitudes for the development of an active and

(provides student activities, parent education and support, assessment and counselling services) Youth Assessment and Development Centre, The Hong Kong Federation of Youth Groups

stating clearly the important learning concepts to strengthen the coverage of knowledge, so as to build a solid knowledge base for students; reorganising and

The original curriculum design for the Department of Construction Engineering of CYUT was to expose students to a broad knowledge in engineering and applied science rather than

information on preventive measures, youth online culture, relevant community and online resources for e-learning. –Most of Students were asking the tips of healthy use of