The Effects of Parental Food Education on Children's Food Literacy: The Mediating Role of Parent-Child Relationship and Learning Motivation
Parental food education has been recognized among the important factors influencing children's food literacy; however, the intrinsic mechanisms through which this influence occurs are unclear. In this study, a mediation model was constructed to explore this issue, using the parent-child relatio...
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| Veröffentlicht in: | Nutrients 2024-08, Vol.16 (15), p.2564 |
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| creator | Xu, Xing Cai, Huizi Zhang, Jieying Xia, Tiansheng |
| description | Parental food education has been recognized among the important factors influencing children's food literacy; however, the intrinsic mechanisms through which this influence occurs are unclear. In this study, a mediation model was constructed to explore this issue, using the parent-child relationship and learning motivation as mediating variables. In total, 204 children, aged 9-14 years old, responded to questionnaires on parental food education, children's food literacy, the parent-child relationship, and learning motivation, which were used to measure the variables of interest. The results showed that parental food education was significantly and positively related to the parent-child relationship, learning motivation, and children's food literacy; the parent-child relationship was significantly and positively related to learning motivation; and learning motivation was significantly and positively related to children's food literacy. Parental food education influenced children's food literacy in the following two main ways: the mediating role of learning motivation and the chain-mediating roles of the parent-child relationship and learning motivation. In addition, we attempt to explore the moderating role of the teaching stage between parental food education and the parent-child relationship, learning motivation, and children's food literacy. In this paper, we discuss possible guidelines for family food education and children's health based on the findings of the current study. |
| doi_str_mv | 10.3390/nu16152564 |
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In this study, a mediation model was constructed to explore this issue, using the parent-child relationship and learning motivation as mediating variables. In total, 204 children, aged 9-14 years old, responded to questionnaires on parental food education, children's food literacy, the parent-child relationship, and learning motivation, which were used to measure the variables of interest. The results showed that parental food education was significantly and positively related to the parent-child relationship, learning motivation, and children's food literacy; the parent-child relationship was significantly and positively related to learning motivation; and learning motivation was significantly and positively related to children's food literacy. Parental food education influenced children's food literacy in the following two main ways: the mediating role of learning motivation and the chain-mediating roles of the parent-child relationship and learning motivation. In addition, we attempt to explore the moderating role of the teaching stage between parental food education and the parent-child relationship, learning motivation, and children's food literacy. 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This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). 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however, the intrinsic mechanisms through which this influence occurs are unclear. 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| subjects | Adolescent Analysis Child China Eating behavior Education family Female Health Education - methods Health Literacy Humans Learning Literacy Male Mediation Motivation Obesity Parent and child Parent-Child Relations Parenting Parents & parenting Parents - psychology Social networks Surveys Surveys and Questionnaires Teenagers |
| title | The Effects of Parental Food Education on Children's Food Literacy: The Mediating Role of Parent-Child Relationship and Learning Motivation |
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