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LEADER 04604ctm 2200553 i 4500
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ocm51109791
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OCoLC
005
20230627091332.0
008
021203s2002 xx a bm 000 0 eng d
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a| (Sirsi) o51109791
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a| (OCoLC)51109791
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a| TX364
b| .S27 2002
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1
a| Scarborough, Rebecca Ann.
?| UNAUTHORIZED
245
1
3
a| An examination of consumers' perceived barriers to healthy eating and the role of context in nutrition education /
c| by Rebecca Ann Scarborough.
264
0
c| 2002.
300
a| vi, 120 leaves :
b| illustrations ;
c| 28 cm
336
a| text
b| txt
2| rdacontent
337
a| unmediated
b| n
2| rdamedia
338
a| volume
b| nc
2| rdacarrier
502
b| M.A. Ed.
c| East Carolina University
d| 2002
500
a| Presented to the faculty of the Department of Education.
500
a| Advisor: Vivian W. Mott
520
3
a| The purpose of this study was to examine perceived barriers to healthy eating and examine the role of context in nutrition education. The focus of this study was three-fold. The first was to examine perceived barriers to healthy eating, second to understand what reduces understanding of nutrition information, and the third to gain insight into the types of instruction that may be more effective for nutrition education. The study reported here was qualitative in nature. The study included three focus group sessions with a total of 19 participants. Data were gathered from research participant feedback and researcher observation. Each focus group session consisted of a discussion on barriers to healthy eating, nutrition education pertaining to healthy grocery shopping, and a concluding discussion regarding the effectiveness of the instruction. From these focus group interviews, data were collected and analyzed. Through analysis of these data themes emerged pertaining to the research questions. This research reinforced that in general individuals are confused about nutrition and healthy eating, which is in large part due to the complexity of the information and that there is a great deal of conflicting information available to consumers. Data also supported that individuals perceive that it is difficult to eat healthy and they have a poor attitude about trying to eat healthier. Participants in this research study preferred the simple and practical messages given during the nutrition education. These messages seemed to increase understanding and decrease misconceptions about healthy eating for some of the research participants. This research also found that the instruction given in the context of application was well received by the participants. In this research, context enhanced the information given during the education sessions. This research found that situated cognition and authentic instruction was beneficial for these participants. Using instructional strategies that rely on the context of application may help make the learning more meaningful for learners.
504
a| Includes bibliographical references (leaves 80-83).
650
0
a| Nutrition
x| Study and teaching
z| United States.
=| ^A408107
650
0
a| Food preferences
z| United States.
=| ^A6793
650
0
a| Consumers
z| United States
x| Attitudes.
=| ^A96529
650
7
a| Consumers
x| Attitudes.
2| fast
0| (OCoLC)fst00876411
650
7
a| Food preferences.
2| fast
0| (OCoLC)fst00930981
650
7
a| Nutrition
x| Study and teaching.
2| fast
0| (OCoLC)fst01042252
651
7
a| United States.
2| fast
0| (OCoLC)fst01204155
?| UNAUTHORIZED
655
7
a| Academic theses.
2| fast
0| (OCoLC)fst01726453
655
7
a| Academic theses.
2| lcgft
655
7
a| Thèses et écrits académiques.
2| rvmgf
0| (CaQQLa)RVMGF-000001173
700
1
a| Mott, Vivian W.,
e| degree supervisor.
=| ^A384240
710
2
a| East Carolina University.
b| Higher, Adult and Counselor Education.
?| UNAUTHORIZED
856
4
1
z| Access via ScholarShip
u| http://hdl.handle.net/10342/10253
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