Psychometric Evaluation of the Food Life Questionnaire-Short Form among Brazilian Adult Women.

Measures of beliefs and attitudes toward food have generally been limited to the measurement of more pathological eating attitudes (e.g., disordered eating). The Food Life Questionnaire (FLQ) and its short form (FLQ-SF) were developed to examine attitudes toward a broader range of foods; however, the factor structure of the FLQ-SF was not confirmed in any study with young women. In the present study, we performed a psychometric evaluation of the Brazilian Portuguese translation of the FLQ-SF in a sample of 604 women. We evaluated the factor structure using a two-step, split-sample exploratory and confirmatory factor analytic approach. Results supported a four-factor structure (i.e., weight concern, diet-health orientation, belief in a diet-health linkage, and food and pleasure) with 18 items (χ2/df = 2.09; CFI = 0.95; TLI = 0.94; RMSEA = 0.05 (90% CI = 0.04; 0.06; p > 0.05); and SRMR = 0.08). Additionally, we found good internal consistency for all FLQ-SF subscales (McDonald's ω = 0.79-0.89) and convergent validity with measures of feelings, beliefs, and behaviors involved in food attitudes. Collectively, these results support the use of the FLQ-SF in Brazilian women and provide a foundation to expand the literature on beliefs and attitudes toward food in this population.

Positive attitudes toward legumes are associated with legume intake among adults in Puerto Rico.

Legumes are a traditional healthy staple food in Latin America, with great potential for use in diet-related chronic disease prevention interventions. This study aimed to investigate attitudes about legume consumption and associations with dietary intake. Adult participants from the Puerto Rico Assessment of Diet, Lifestyle, and Diseases, who completed a validated food frequency questionnaire and a legumes questionnaire (n = 229) were included. A 25-item Likert scale was used to assess agreement with stated attitudes regarding legumes consumption. Exploratory factor analysis produced 3 factors: (1) taste and perceived benefits; (2) barriers and negative attitudes; and (3) social support and cultural beliefs. A combined attitudes scale was computed, with higher scores indicating more positive attitudes toward legumes. Adjusted linear regression models examined associations between each factor and the combined scale with legumes intake, rice intake, and ratio of legumes to rice intake. Significant positive associations were observed for the taste and perceived benefits factor (ß = 0.14; 95% confidence interval [CI], 0.07-0.21) and the social support and cultural beliefs factor (ß = 0.14; 95% CI, 0.07-0.22) with legume intake. The social support and cultural beliefs factor was also associated with a higher ratio of legumes to rice intake (ß = 1.59; 95% CI, 0.04-3.14). A 3-unit increase in the combined attitudes scale (corresponding to 1 additional positive attitude) was associated with a 0.03 (95% CI, 0.01-0.05) higher servings/day legume intake. The barriers and negative attitudes factor was inversely associated with rice intake (ß = -0.10; 95% CI, -0.02 to -0.17) and positively associated with ratio of legumes to rice intake (ß = 1.55; 95% CI, 0.03-3.07). Nutritional programs to increase legume intake as a healthy staple food among Puerto Ricans and Hispanic/Latino populations should emphasize building positive attitudes, especially those related to taste, perceived benefits, social support, and cultural beliefs, while diminishing barriers and negative attitudes.

School breakfast and healthy nutritional education in elementary school / Desayuno escolar y educación nutricional saludable en escuelas primarias / Pequeno almoço escolar e educação nutricional saudável na escola primária / Petit déjeuner scolaire et éducation nutritionnelle saine a l'école primaire

Abstract Objective: To identify opportunity areas in elementary school to develop integrative educative process for health education in food. Materials and methods: A case of study in 30 elementary schools in a Tabasco was made. About 9293 students were attended. Data was collected and defined by elements of analysis in observations and interviews. Results: Most schools had at least minimal infrastructure for an integrative breakfast preparation and development of the content teaching projects. There were identified three primordial problems: A) in the scholar's breakfast practice there was a dynamic that does not follow the guidelines of the governmental office that regulates them. B) The preparation and distribution of meals was unrelated with the teaching of content. C) There were contradictions in the contents of different educational materials and among these contents and scientific evidence. Conclusions: Nevertheless infrastructure breakfast preparation and subject teaching was cut oneself off. The results of this search are the basis for the design of educative strategies that integrate content from various school subjects, and the development of scholar projects that involve students, teachers, and families to join the activities of food preparation with the construction of concepts, skills and values.

Resumen Objetivo: Identificar las áreas de oportunidad en la escuela primaria para desarrollar procesos educativos integradores para la alimentación saludable. Materiales y métodos: Se hizo mediante un estudio de caso en 30 escuelas de primaria de una zona escolar del estado de Tabasco, México, en las cuales se atendía a 9293 educandos. A partir de elementos de análisis definidos previamente se colectaron datos mediante observaciones y entrevistas formales e informales. Resultados: La mayoría de las escuelas tenía al menos la infraestructura mínima para el desarrollo de procesos que integren las actividades de la preparación de desayunos escolares y la enseñanza de contenidos. Se identificaron tres problemas primordiales: A) La práctica de los desayunos escolares seguía una dinámica propia que no seguía los lineamientos de las guías que los deberían regular B) La preparación y distribución de las comidas no se relaciona con los contenidos de enseñanza C) Hay contradicciones entre los diferentes materiales educativos y entre los contenidos y la evidencia científica. Conclusiones: A pesar de la infraestructura las actividades de preparación de los desayunos y la enseñanza de contenidos están desvinculadas. Los resultados muestran las bases para el diseño de estrategias educativas para integrar los contenidos de varias asignaturas, y el desarrollo de proyectos escolares que involucren estudiantes, maestros, y familias en conjunto para actividades de preparación de las comidas con la construcción de conceptos, habilidades y valores.

Resumo Objetivo: Identificar áreas de oportunidade na escola primária para desenvolver um processo educativo integrador de uma alimentaçáo saudável. Materiais e métodos: Foi realizado um estudo de caso em 30 escolas primárias em Tabasco, México, nas quais frequentavam 9293 alunos. A partir de elementos de análise definidos, os dados foram colhidos através de observações e de entrevistas formais e informais. Resultados: A maioria das escolas apresentava infra-estruturas mínimas para o desenvolvimento de processos que integram as actividades de preparaçáo do pequeno-almoço e de leccionaçáo dos conteúdos. Identificaram-se tres problemas primordiais: A) A prática de pequenos-almoços escolares apresentava uma dinámica própria que náo seguia os guias orientadores B) A preparaçáo e distribuyo das refeições náo estáo relacionadas com o conteúdo dos ensinos C) Existem contradiçoes entre os conteúdos dos diferentes materiais educativos e as evidencias científicas. Conclusoes: Apesar da infra-estrutura, as actividades de preparaçáo dos pequenos-almoços e as de ensino náo se relacionam. Os resultados desta pesquisa podem servir de base para a concepçáo de conteúdos nas várias disciplinas escolares e para o desenvolvimento de projetos escolares que envolvam estudantes, professores e famílias nas atividades de preparaçáo de refeiçoes, permitindo a construçáo de conceitos, habilidades e valores.

Résumé Objectif: Identifier les domaines d'opportunité a l'école primaire de développement de processus d'éducation inclusive pour une alimentation saine. Matériaux et méthodes: Une étude de cas a été réalisée dans 30 écoles primaires d'une zone scolaire de l'État de Tabasco, au Mexique, ou assistait un total de 9293 étudiants. Les donnés pour l'analyse ont été recueillies en fonction d'éléments précédemment définis au moyen d'observations et d'entretiens formels et informels. Résultats: La plupart des écoles avaient au moins les infrastructures minimales pour le développement de procédés qui integrent la préparation des repas scolaires et l'enseignement de contenu. Trois problemes principaux ont été identifiés: A) La pratique des petits déjeuners scolaires suivait une dynamique propre qui ne correspondait pas aux lignes directrices des guides qui devrait réglementer B) La préparation et la distribution des repas ne sont pas en accord avec le contenu de l'enseignement C) Il existe des contradictions entre les différents matériaux éducatifs, et entre les contenus et l'évidence scientifique. Conclusions: Malgré l'infrastructure existante, les activités de préparation des petits déjeuners et l'enseignement de contenus sont dissociés. Les résultats indiquent les bases pour la conception de stratégies éducatives integrant les contenus de plusieurs matieres et le développement de projets scolaires qui impliquent a la fois les éleves, les enseignants et les familles dans les activités de préparation des repas, associant la construction de concepts, d'habilitées et de valeurs.

Food attitudes and well-being: The role of culture.

Previous cross-cultural studies have found differences in food attitudes. For example, Americans are more concerned about weight gain than people from France and India. This study aimed to add on the literature on cross-cultural differences in food attitudes by comparing Euro-Americans with Costa Ricans on three different food attitudes: concern about gaining weight, food negativity, and the belief in the link between diet and health. This study also analyzes the implications of food attitudes on well-being. Specifically, within and across cultures, analyses were done to test the relationship between food attitudes and both anxiety and depression. Results showed that Costa Ricans are significantly less concerned about weight and less food negative than Euro-Americans. In further analyses an interaction was revealed, in which Costa Ricans that are high on weight concern but low on food negativity show lower levels of depression, compared to Euro-Americans. Results and implications for further research are discussed.

Is eating science or common sense? Knowledge about "natural foods" among self-identified "natural food" consumers, vendors and producers in rural and urban Mexico.

OBJECTIVE: To explore the common sense knowledge that consumers, vendors and producers hold of "natural foods". The focus was on common knowledge because this is infrequently explored in social psychology where most studies focus on the implementation of scientific knowledge. The focus was on natural foods because the naturalness of foods seems to be one of the particular concerns that current consumers have about today's food market and because a specific natural food preference was observed in the contexts of study. METHOD: Fifty-seven informants in a rural context and 58 informants in an urban context participated in either a free association study or an interview study. Data content were analyzed. RESULTS: In the urban context natural foods obtain their significance in the relationship between food and the self-concept; eating natural (or good) food is a task that requires effort and attitude, and foods obtain a moral value. In the rural context natural foods obtain their significance as an expression of a social and cultural system of interdependence that establishes practices and customs that have a long history in the community. CONCLUSIONS: It is suggested that these common knowledge systems are related to practical challenges that are particular to the informants' context and that the structure of their common sense knowledge systems depend on the mediation of the flow of scientific knowledge and technological knowledge in each context.