Borich 요구도와 The Locus for Focus Model을 활용한 초·중학생의 영양·식생활 교육 요구도 우선순위 분석 = Priority Analysis of Nutrition and Dietary Education Needs of Elementary and Middle School Students Using the Borich Needs Assessment and the Locus for Focus Model

다국어 초록 (Multilingual Abstract)

Purpose: This study examined adolescents’ nutritional status and eating behaviors in relation to their developmental characteristics and identified priority areas of nutrition and dietary education based on students’ perceived needs. The findings aim to provide evidence-based directions for improving school-based nutrition and dietary education.
Method: Participants were fifth and sixth-grade elementary school students and second and third-grade middle school students in Iksan, Jeonbuk area. The survey was conducted from October 16 to 20, 2024. Data were analyzed using SPSS Statistics ver. 27.0, including descriptive statistics, paired sample t-tests, the Borich needs assessment, and the Locus for Focus Model. Statistical significance was set at α = 0.05.
Results: Middle school students exhibited significantly higher height, weight, and BMI compared with elementary school students(p<0.001). Conversely, elementary students reported significantly higher levels of awareness regarding nutrition and dietary education, greater perceived alignment with educational content, and stronger perceptions of its importance(p<0.01). They also indicated more prior educational experience, whereas only about 75.8% of middle school students had previously received such instruction(p<0.001). Across both groups, experiential learning particularly through food experiments was the most preferred instructional method. Elementary students favored activity and experience based learning strategies, while middle school students showed a stronger preference for lecture or counseling centered approaches(p<0.05). Paired-sample t-tests revealed that perceived importance was significantly higher than actual performance for all items in both groups(p<0.05). For elementary school students, the largest importance–performance gaps were observed in ‘high-calorie/low-nutrient foods’, followed by ‘reducing sugar and sodium intake’, ‘types and functions of food additives’, ‘the effects of balanced dietary habits on physical development’, and ‘food allergens and their major symptoms’. Conversely, ‘table manners’ showed the smallest gap. For middle school students, the largest gaps were identified in ‘food allergens and their major symptoms’, followed by ‘high-calorie/low-nutrient foods’, ‘types and functions of food additives’, ‘appropriate body weight and diet’, and ‘the effects of balanced dietary habits on physical development’. Meanwhile, ‘food hygiene’ exhibited the smallest gap.
Conclusion: These findings highlight the need for developmentally appropriate, demand-based nutrition and dietary education that integrates experiential and applied learning. Although limited to one region, this study provides meaningful evidence to support improvements in school curricula and to promote healthier eating behaviors among adolescents.

목차 (Table of Contents)

• 1. 서 론 1
• 1.1 연구의 필요성 1
• 1.2 연구의 목적 7
• 2. 이론적 배경 8
• 2.1 초중학생의 식생활 실태 8
• 2.2 초중학생의 식생활 교육 실태 11
• 2.3 초중학생의 영양식생활 교육의 필요성 20
• 2.4 초중학생의 영양식생활 교육 관련 선행연구 고찰 22
• 2.5 Borich 요구도와 The Locus for Focus Model 25
• 3. 연구내용 및 방법 27
• 3.1 연구 설계 27
• 3.2 조사대상자 및 자료 수집 기간 27
• 3.3 연구내용 및 방법 28
• 3.3.1 일반적 특성 28
• 3.3.2 영양식생활 교육 실태 28
• 3.3.3 영양식생활 성과 및 요구 29
• 3.3.4 영양식생활 교육 중요도와 실천도 29
• 3.4 자료 분석 방법 30
• 4. 연구결과 31
• 4.1 조사대상자의 일반적 특성 및 건강 관련 특성 31
• 4.1.1 조사대상자의 일반적 특성 31
• 4.1.2 초중학생의 식품알레르기 유발 식품 비교 33
• 4.1.3 초중학생의 신체 특성 비교 34
• 4.2 영양식생활 교육 인식 및 실태 36
• 4.3 영양식생활 교육 만족도 및 요구 41
• 4.4 영양식생활 교육에 대한 중요도와 실천도 비교 44
• 4.4.1 초등학생 영양식생활 교육의 중요도와 실천도 차이 및 Borich 요구도 분석 44
• 4.4.2 중학생 영양식생활 교육의 중요도와 실천도 차이 및 Borich 요구도 분석 49
• 4.5 교육 요구도 우선순위 분석 53
• 4.5.1 초등학생 영양식생활 교육의 The Locus for Focus Model 분석 53
• 4.5.2 중학생 영양식생활 교육의 The Locus for Focus Model 분석 55
• 4.6 영양식생활 교육 내용의 우선순위 결정 57
• 5. 고찰 59
• 6. 요약 및 결론 68
• 참고문헌 75
• 설 문 지 90