小学生营养教育家校社合作困境量表的编制及信效度检验

罗彩凤; 吴静; 徐剑鸥; 吕妃; 孙佳萱; 尚彬; 张许婷

doi:10.16835/j.cnki.1000-9817.2024175

小学生营养教育家校社合作困境量表的编制及信效度检验

doi: 10.16835/j.cnki.1000-9817.2024175

1.
江苏大学医学院，镇江 212000
2.
江苏大学京江学院

基金项目:

2021年江苏省教育科学“十四五”规划课题体卫艺专项项目 T-c/2021/80

2023年度江苏大学大学生创新训练计划项目 202310299271H

详细信息

作者简介:
罗彩凤(1965-)，女，江苏溧阳人，硕士，教授，主要研究方向为健康教育

通讯作者:
徐剑鸥，E-mail: xujianou@sina.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 R153.2 G478 G78
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- 被引次数: 0
出版历程
- 收稿日期: 2024-04-28
- 修回日期: 2024-05-21
- 网络出版日期: 2024-06-27
- 刊出日期: 2024-06-25

Development of the Family-School-Community Cooperation Dilemma Scale for Nutritional Education in Primary School Students and its reliability and validity

1.
School of Medicine, Jiangsu University, Zhenjiang (212000), Jiangsu Province, China

摘要

摘要: 目的编制小学生营养教育家校社合作困境量表，并检验其信效度，为制定有针对性的家校社合作营养教育策略提供依据。方法 2022年7月至2023年7月，基于交叠影响域理论，通过质性访谈、文献回顾、德尔菲专家函询和预调查形成初始量表。2023年7—9月，采用方便抽样方法选取江苏省6所城市的125名小学生家长、118名小学教师、113名社区相关人员进行调查，检验量表的信效度，形成正式量表。结果小学生营养教育家校社合作困境量表包括3个维度、19个条目。探索性因子分析提取3个公因子, 累计方差贡献率为69.07%。量表平均内容效度为0.94，各维度与量表的相关系数为0.80~0.91。量表总体的Cronbach α系数为0.95，折半信度为0.87，重测信度为0.98。结论小学生营养教育家校社合作困境量表具有良好的信效度，可用于小学生营养教育中家校社合作困境水平的测评。
- 健康教育 /
- 问卷调查 /
- 德尔菲技术 /
- 学生
Abstract: Objective To develop the Family-School-Community Cooperation Dilemma Scale for Nutritional Education in Primary Schools Students, and to determine its reliability and validity, in order to provide a basis for developing targeted strategies to promote family-school-community cooperation in the area of nutritional education. Methods Based on overlapping spheres of influence theory, the initial scale was developed through a qualitative and literature review, discussion with Delphi experts and a pilot survey from July 2022 to July 2023. From July to September 2023, a total of 125 primary school parents, 118 primary school teachers and 113 community personnel were selected from six cities in Jiangsu Province by convenient sampling methods, who were investigated to test the reliability and validity of the scale and to develop a formal scale. Results The final Family-School-Community Cooperation Dilemma Scale for Nutritional Education in Primary School students consisted of 3 dimensions and 19 items. The exploratory analysis extracted three metric factors, with a contribution ratio of 69.07% to the accumulated variance. The mean scale component effectiveness was 0.94, and the coefficient of association between the respective dimensions and the scale ranged from 0.80 to 0.91.The overall Cronbach α coefficient for the scale was 0.95, the folded half reliability was 0.87, and the retest reliability was 0.98. Conclusion The Family-School-Community Cooperation Dilemma Scale for Nutritional Education in Primary School Students has good reliability and validity, and can be used to measure the degree of the family-school-community cooperation dilemma regarding nutritional education in primary school students.
- Health education /
- Questionnaires /
- Delphi technique /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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图 1 小学生营养教育中家校社合作困境量表探索性因子分析

Figure 1. Exploratory factor analysis of the Family-School-Community Cooperation Dilemma Scale for Nutrition Education in Primary School Students

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表 1 小学生营养教育家校社合作困境量表探索性因子分析的因子载荷矩阵(n=356)

Table 1. Factor loading matrix for exploratory factor analysis of the Family-School-Community Cooperation Dilemma Scale for Nutrition Education in Primary School Students(n=356)

条目	营养沟通效果	营养教育能力	营养教育重视度
只有当孩子/学生出现超重、肥胖、营养不良、贫血等营养相关性疾病时才会重视孩子/学生的营养健康			0.75
孩子/学生的学习压力大，包括语数外、音体美及其他兴趣的学习			0.67
与营养教育相比，更关注孩子/学生的课程教育(包括语数外、音体美及其他兴趣培养)			0.80
与学生家长/教师沟通最多的是学习，很少涉及到孩子/学生的营养教育			0.61
孩子/学生普遍存在不良饮食行为，包括偏食、挑食、多食等		0.51	0.68
孩子/学生不良饮食行为的形成与周围人的不良饮食行为有关，包括主要照顾人、同伴、教师等		0.78	0.68
孩子/学生不良饮食行为的形成与周围的饮食环境有关，包括家/学校附近的小卖部、超市、商场等		0.74	0.68
孩子/学生不良饮食行为的形成与父母、祖父母、外祖父母或其他人的溺爱有关		0.80	0.68
孩子/学生自控力差、理解力差、逆反心理等身心发展特征会影响营养教育的效果		0.77	0.68
家长/教师/社区人员薄弱的营养健康相关知识会影响营养教育合作的频次及效果		0.68	0.68
学校/社区专业人才缺乏，包括专业营养师、健康教育教师等		0.56	0.68
学校/社区营养教育资源缺乏，包括系统的教学大纲、营养知识相关培训、有效渠道与平台、经费支持与相关设备等		0.55	0.68
即使对学生家长/学校/社区提出有关学生营养方面的意见也改变不了什么，因为他们能做的改变并不大	0.76
学校/社区独立或者合作开展的学生营养教育相关的活动，包括公布学生食谱、发放体检报告或宣传资料、开设营养知识讲座等，家长只能单方面接受，并没有反馈的途径	0.79
没有时间与精力对孩子/学生进行营养教育	0.56
家长对于学生营养教育方面的需求并不大	0.51
对于国家提出的学生营养教育方针政策，学校/社区的执行力度不够	0.79
学校/社区缺乏有效的学生营养教育考核指标	0.83
学校/社区独立或者合作开展的学生营养教育相关活动吸引力不足，包括没有足够的内容吸引力、宣传力度、物质奖励等	0.78

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