전주 일부지역 중학생의 영양교육에 의한 간식섭취 변화 : 교육군과 비교육군을 중심으로 = Effects of Nutrition Education on Snack Intake of Middle Schooler : with Educated Group and Non-Educated Group

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of nutrition education on the nutrition knowledge, snack intake attitude and snack intake of middle school students'. The study was carried out through questionnaire. The subjects who were 140 middle school students' (educated group 70, non-educated group 70) in Jeonju city. After education, there were significant differences in the question items that are “How many days do you eat the evening meal for one week?”(p＜0.001) and “Is it regular to eat the evening meal?”(p＜0.001) and “How speed do you eat a breakfast?”(p＜0.05). In Snack intake actual condition, there was a significant difference in the question item that is “How often do you eat a snack for a day?”(p＜0.05). In Snack intake attitude, there were significant differences in the question items that are “What is a standard when you select a snack?”(p＜0.05) and “What have you see among contents in wrapping paper when you buy a snack?”(p＜0.01). In snack preference, there were significant differences in preference of ‘noodle’(p＜0.05), ‘milk and dairy products’(p＜0.05), ‘fast-food’(p＜ 0.05). In nutrition knowledge score, there were significant differences in knowledge of ‘selection of a highly nutritious snack’(p＜0.001), ‘selection of a snack good a bone’(p＜0.01), ‘selection of a anticancer effect food’(p＜0.01), ‘selection of a nutrient that produce a calorie the most’(p＜0.01), ‘function of carbohydrate’(p＜0.001), ‘function of protein’(p＜0.001), ‘function of mineral’(p＜0.05), ‘function of vitamin’(p＜0.001). In snack intake frequency, there were significant differences in frequency of ‘bread’(p＜0.01), ‘noodle’(p＜0.05), ‘fruit and fruit juice’(p＜0.05), ‘fast-food’(p＜0.001), ‘food made from flour’(p＜0.05), ‘soft drink’(p＜0.05), ‘cereal’(p＜0.05), ‘jerked beef’(p＜0.01). In nutrient intake by snack, there were significant effects on intakes of plant calcium, carotene, vitaminE(p＜0.05) and vitaminB6, folate(p＜0.01) and fiber, potassium, vitaminC(p＜0.001). In the evaluation of snack intake by 15% of KDRI, there were significant effects in energy(p＜0.01), fiber(p＜0.001), vitaminE(p＜0.001), vitaminB1(p＜0.05), vitaminC(p＜0.001), folate(p＜0.05), calcium(p＜0.01).
In conclusion, It is necessary to provide effective and practical nutrition education programs for the middle school students to get into a habits of healthy snack intake.

목차 (Table of Contents)

• 목차 = ⅰ
• 표목차 = ⅱ
• ABSTRACT = ⅲ
• Ⅰ. 서론 = 1
• Ⅱ. 이론적 배경 = 4
• 1. 청소년기 영양의 중요성 = 4
• 2. 간식의 필요성 및 섭취실태 = 6
• 3. 간식섭취의 문제점 = 9
• 4. 청소년기의 영양교육의 중요성 = 11
• Ⅲ. 연구내용 및 방법 = 14
• 1. 조사대상 및 기간 = 14
• 2. 조사도구의 작성 및 자료수집 = 14
• 3. 조사내용 및 방법 = 14
• 4. 자료분석방법 = 18
• Ⅳ. 결과 = 19
• 1. 조사대상자의 특성 = 19
• 2. 식생활습관에 대한 영양교육 효과 = 22
• 3. 간식섭취태도에 대한 영양교육 효과 = 26
• 4. 간식기호도에 대한 영양교육 효과 = 30
• 5. 영양지식에 대한 영양교육 효과 = 31
• 6. 간식섭취빈도에 대한 영양교육 효과 = 32
• 7. 간식에 의한 열량 및 영양소 섭취에 대한 영양교육 효과 = 33
• Ⅴ. 고찰 = 44
• Ⅵ. 요약 및 결론 = 55
• 참고문헌 = 58
• 부록 = 69
• 표목차 = 17
• Table1. The contents and tools of nutrition education = 17
• Table2. General characteristics of the subjects = 20
• Table3. Height, weight, obesity index of the subjects = 21
• Table4. Food habits of the subjects = 23
• Table5. Life behavior of the subjects = 25
• Table6. Snack intake attitude of the subjects = 28
• Table7. Snack preference of the subjects = 30
• Table8. Nutrition knowledge score of the subjects = 31
• Table9. Snack intake frequency of the subjects = 32
• Table10. Nutrient intakes of the subjects = 34
• Table11. CPF ratio of the subjects = 36
• Table12. Evaluation of energy intakes = 38
• Table13. Evaluation of protein and fiber intakes = 39
• Table14. Evaluation of vitamins intakes = 42
• Table15. Evaluation of minerals intakes = 44