東華大學圖書館 |

Dairy Nutrition Education: Potential to Motivate Behavior Change Towards Food Labelling and Actions Towards Dairy Products.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dairy Nutrition Education: Potential to Motivate Behavior Change Towards Food Labelling and Actions Towards Dairy Products./
Author:	Schweiger, Derek.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	125 p.
Notes:	Source: Masters Abstracts International, Volume: 83-12.
Contained By:	Masters Abstracts International83-12.
Subject:	Food science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28964127
ISBN:	9798819384848

Dairy Nutrition Education: Potential to Motivate Behavior Change Towards Food Labelling and Actions Towards Dairy Products.
Schweiger, Derek.

Dairy Nutrition Education: Potential to Motivate Behavior Change Towards Food Labelling and Actions Towards Dairy Products. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 125 p.

Source: Masters Abstracts International, Volume: 83-12.

Thesis (M.S.)--Iowa State University, 2022.

This item must not be sold to any third party vendors.

With the increasing presence and competition of plant-based products in the dairy space, dairy nutrition education is more important than ever, to ensure consumers understand consequences of decreasing dairy consumption and are equipped to make informed decisions. The objectives of this research were to 1) educate low-dairy consumers about various topics as they relate to the importance of consuming dairy; 2) educate consumers about food package labels (nutrition facts panels/ingredient statements); 3) motivate purchasing and consumption behaviors towards dairy products; and 4) test retention of information provided in education messages after one month. Iowa State University faculty, staff and students were recruited to participate in a screening survey, designed to screen for low-dairy consumption, via university e-mail invitations. Of the 2,131 respondents, 566 reported consuming fewer than 3 servings of dairy per day and indicated interest in participating in an in-person study. Of those invited 94 participated (16.6% response rate) in one of ten in-person sessions. Sessions were randomly assigned into control or treatment groups (3 Control, 7 Treatments). The control group only received the food label education message. The treatment groups received the food label education message, plus one of three different educational messages (prebiotic/probiotic [2 groups, n=14 participants], nine essential nutrients [3 groups, n=31 participants], lactose message [2 groups, n=21 participants]) along with an infographic, specifically designed for the lesson. Identical scripts were followed at each session, except for the educational message. Participants completed surveys (including demographic and purchasing and consumption behavior questions) at the beginning (pre-survey) and end (post-survey) of the sessions, and one-month later (one-month follow-up) to test retention of information provided during the session. A total of 86 participants completed all aspects of the study (session and 3 surveys). For quiz questions in surveys to determine learnings of participants, non-parametric Wilcoxon/Kruskal-Wallis tests were conducted in JMP, with Tukey post-hoc test to compare means with significant differences (p<0.05). Mean correctness scores (0 = incorrect and 1 = correct) revealed that participants entered sessions with some knowledge of how to read nutrition facts panels (0.90), but they learned a significant amount during the sessions (0.99) (p<0.05); after one month, correctness declined (0.95), but did not differ from before or after the session. Few participants knew the correct number of essential nutrients in dairy products at the beginning (0.12), but they learned a significant amount during the sessions (0.46); after one month, correctness declined (0.31), but did not differ from before or after the session. Participants who received the nine essential nutrients lesson more effectively learned the information provided (0.90) than all other groups; one month later, mean correctness score remained significantly higher (0.59) than for all but one treatment group (p<0.05).Only a few individuals (6% to 11%) increased the times they looked at food labels on new foods after the educational message, while a majority of the participants (51% to 54%) decreased their interactions with food labels of new foods after an educational message. Either the panelists did not purchase new food products in the month after the study, or the educational message had an adverse effect, which was neither expected nor wanted. One-half of the participants (50%) increased their consumption and purchasing of one dairy product (milk, cheese, ice cream, or yogurt) after one month. The results indicate that adjustments need to be made to the educational messages and/or infographics about prebiotics and prebiotics and lactose for panelists to better understand, retain the information, and increase dairy purchases.

ISBN: 9798819384848Subjects--Topical Terms:

3173303
Food science.
Subjects--Index Terms:

Behaviors changes

Dairy Nutrition Education: Potential to Motivate Behavior Change Towards Food Labelling and Actions Towards Dairy Products.
LDR:05078nmm a2200349 4500 001 2350842
005 20221028161029.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798819384848
035 $a (MiAaPQ)AAI28964127
035 $a AAI28964127
040 $a MiAaPQ $c MiAaPQ
100 1 $a Schweiger, Derek. $3 3690369
245 1 0 $a Dairy Nutrition Education: Potential to Motivate Behavior Change Towards Food Labelling and Actions Towards Dairy Products.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 125 p.
500 $a Source: Masters Abstracts International, Volume: 83-12.
500 $a Advisor: Clark, Stephanie.
502 $a Thesis (M.S.)--Iowa State University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a With the increasing presence and competition of plant-based products in the dairy space, dairy nutrition education is more important than ever, to ensure consumers understand consequences of decreasing dairy consumption and are equipped to make informed decisions. The objectives of this research were to 1) educate low-dairy consumers about various topics as they relate to the importance of consuming dairy; 2) educate consumers about food package labels (nutrition facts panels/ingredient statements); 3) motivate purchasing and consumption behaviors towards dairy products; and 4) test retention of information provided in education messages after one month. Iowa State University faculty, staff and students were recruited to participate in a screening survey, designed to screen for low-dairy consumption, via university e-mail invitations. Of the 2,131 respondents, 566 reported consuming fewer than 3 servings of dairy per day and indicated interest in participating in an in-person study. Of those invited 94 participated (16.6% response rate) in one of ten in-person sessions. Sessions were randomly assigned into control or treatment groups (3 Control, 7 Treatments). The control group only received the food label education message. The treatment groups received the food label education message, plus one of three different educational messages (prebiotic/probiotic [2 groups, n=14 participants], nine essential nutrients [3 groups, n=31 participants], lactose message [2 groups, n=21 participants]) along with an infographic, specifically designed for the lesson. Identical scripts were followed at each session, except for the educational message. Participants completed surveys (including demographic and purchasing and consumption behavior questions) at the beginning (pre-survey) and end (post-survey) of the sessions, and one-month later (one-month follow-up) to test retention of information provided during the session. A total of 86 participants completed all aspects of the study (session and 3 surveys). For quiz questions in surveys to determine learnings of participants, non-parametric Wilcoxon/Kruskal-Wallis tests were conducted in JMP, with Tukey post-hoc test to compare means with significant differences (p<0.05). Mean correctness scores (0 = incorrect and 1 = correct) revealed that participants entered sessions with some knowledge of how to read nutrition facts panels (0.90), but they learned a significant amount during the sessions (0.99) (p<0.05); after one month, correctness declined (0.95), but did not differ from before or after the session. Few participants knew the correct number of essential nutrients in dairy products at the beginning (0.12), but they learned a significant amount during the sessions (0.46); after one month, correctness declined (0.31), but did not differ from before or after the session. Participants who received the nine essential nutrients lesson more effectively learned the information provided (0.90) than all other groups; one month later, mean correctness score remained significantly higher (0.59) than for all but one treatment group (p<0.05).Only a few individuals (6% to 11%) increased the times they looked at food labels on new foods after the educational message, while a majority of the participants (51% to 54%) decreased their interactions with food labels of new foods after an educational message. Either the panelists did not purchase new food products in the month after the study, or the educational message had an adverse effect, which was neither expected nor wanted. One-half of the participants (50%) increased their consumption and purchasing of one dairy product (milk, cheese, ice cream, or yogurt) after one month. The results indicate that adjustments need to be made to the educational messages and/or infographics about prebiotics and prebiotics and lactose for panelists to better understand, retain the information, and increase dairy purchases.
590 $a School code: 0097.
650 4 $a Food science. $3 3173303
650 4 $a Nutrition. $3 517777
653 $a Behaviors changes
653 $a Dairy products
653 $a Nutrition education
653 $a Food labels
690 $a 0359
690 $a 0570
710 2 $a Iowa State University. $b Food Science and Human Nutrition. $3 1278337
773 0 $t Masters Abstracts International $g 83-12.
790 $a 0097
791 $a M.S.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28964127