Impact of an intuitive eating education program on high school students’ eating attitudes

2015 ◽  
Vol 115 (2) ◽  
pp. 214-228 ◽  
Author(s):  
Nicole Healy ◽  
Elana Joram ◽  
Oksana Matvienko ◽  
Suzanne Woolf ◽  
Kimberly Knesting
Keyword(s):  
High School ◽  
High School Students ◽  
Healthy Eating ◽  
Education Program ◽  
Eating Attitudes ◽  
Small Sample ◽  
Intuitive Eating ◽  
School Students ◽  
Content Type ◽  
K 12

Purpose – There is a growing need for school-based nutritional educational programs that promote healthy eating attitudes without increasing an unhealthy focus on restrictive eating or promoting a poor body image. Research suggests that intuitive eating (IE) approaches, which encourage individuals to focus on internal body signals as a guide for eating, have had a positive impact on eating-related psychological outcomes in adults. The purpose of this paper is to investigate the effects an IE education program on the eating attitudes of high school students. Design/methodology/approach – In a quasi-experimental study, 48 high school students (30 females) in a Midwest town in the USA received instruction on IE or a comparison program over seven days during health classes. Repeated measures analyses of covariance were conducted to examine changes in eating attitudes in sexes across conditions. Findings – Students who received the IE program made significantly greater gains in overall positive eating attitudes on the Intuitive Eating Scale than students in the comparison program (p=0.045), as well as on the Unconditional Permission to Eat subscale (p=0.02). There were no significant effects of sex on any of the analyses. Research limitations/implications – Because of the relatively small sample size and short duration of the program, the results should be generalized with caution. Practical implications – The results suggest that IE instruction may encourage the development of healthy eating attitudes in high school students, and health teachers may wish to consider including IE instruction in the health curriculum. Originality/value – This is the first study to examine the effectiveness of an IE program in a K-12 population, with instruction provided in the context of the school. The results are promising and suggest that this may be a fruitful area for future research in nutrition education.

Financial literacy programs and youth entrepreneurial attitudes: some insights from the Jordanian community

2020 ◽  
Vol 14 (5) ◽  
pp. 787-810
Author(s):  
Nour Walid Aljaouni ◽  
Baker Alserhan ◽  
Kimberly Gleason ◽  
Jusuf Zeqiri
Keyword(s):  
High School ◽  
High School Students ◽  
Financial Literacy ◽  
Literacy Program ◽  
School Students ◽  
Content Type ◽  
Entrepreneurial Attitudes ◽  
Students Attitudes ◽  
K 12 ◽  
The Impact

Purpose The purpose of this paper is to explore the impact of a financial literacy program (FLP) recently implemented in Jordanian junior high and high schools as part of a national financial literacy agenda on students’ attitudes toward entrepreneurship relative to a control sample of students who had not yet participated in the FLP. This paper also examines the role of moderating variables, including students’ perception of teachers’ attitudes (TA) on students’ entrepreneurial attitudes. Design/methodology/approach Survey methodology was used to obtain data and hierarchical regression analysis was used to test hypotheses. Findings Results indicate that students who completed the FLP exhibited significantly higher entrepreneurial awareness than those that had not yet participated in the program. Students who took the entrepreneurship module of the FLP exhibited significantly lower entrepreneurial intention than those that had not yet taken the entrepreneurship module. However, TA did not impact students’ attitudes. Research limitations/implications The study examines a sample of middle and high school students in only one district in Amman, Jordan, and cannot be generalized to other communities where the FLP has been implemented. Practical implications The findings provide valuable insights for educators, policymakers and non-governmental organizations considering large scale, publicly funded FLPs as part of the K-12 educational system. Social implications Stakeholders should consider reforms to the implementation of entrepreneurship education as part of the FLP in Jordanian schools and other developing country K-12 programs. Originality/value This study is the first to examine the new Jordanian literacy program and the impact it has on attitudes toward entrepreneurship of middle and high school students.

Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District

2009 ◽  
Vol 7 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Phitsamay Uy
Keyword(s):  
High School ◽  
High School Students ◽  
New England ◽  
Asian American ◽  
Dropout Rates ◽  
School Students ◽  
Study Support ◽  
Asian American Student ◽  
K 12

In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

Making Entrepreneurs? Makerspaces and Entrepreneurial Intent Among High School Students

2021 ◽  
pp. 097135572110256
Author(s):  
Eric Joseph van Holm
Keyword(s):  
High School ◽  
High School Students ◽  
New Orleans ◽  
Economic Status ◽  
School Students ◽  
Important Resource ◽  
Socio Economic Status ◽  
Professional Goals ◽  
Entrepreneurial Intent ◽  
K 12

Makerspaces have grown over the last two decades and provide a potentially important resource to entrepreneurs. One area where the expansion of makerspaces has been the largest is in educational settings, at both K-12 schools and colleges. However, scant research to date has analysed whether students visiting a makerspace have any relationship with their professional goals or intentions. This study uses a survey conducted in New Orleans to analyse the predictors of what students use a makerspace, and the potential relationship visiting may have with entrepreneurial intent. The analysis finds that students with a higher socio-economic status appear to use makerspaces more often, and that students who visited makerspaces are more likely to express interest in starting their own businesses.

A Career Education Program for Gifted High School Students

2001 ◽  
Vol 10 (2) ◽  
pp. 6-10 ◽  
Author(s):  
Graham Boyd ◽  
Brian Hemmings ◽  
Eddie Braggett
Keyword(s):  
High School ◽  
High School Students ◽  
Education Program ◽  
Best Practice ◽  
Career Education ◽  
Formative Evaluation ◽  
Learning Opportunities ◽  
School Students ◽  
Community Learning ◽  
South Wales

This article reports the development of a career education program for gifted high school students in a New South Wales selective, coeducational high school. The program replaced a previous approach that was demand-responsive, generic in approach, and not aligned with student needs. A needs analysis of the school and a formative evaluation were undertaken to ensure successful redevelopment of the program. These evaluations resulted in the following changes to the school's program: earlier and more flexible career awareness opportunities; increased scope for clarification of values; inclusion of psychological, psychocreative, and social elements; integration of career education and student welfare; lifelong learning emphases; aspiration enhancement for particular students; strategy employment for females; and an expansion in community learning opportunities. A program influenced by these elements was then highlighted as a best-practice exemplar.

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