Food and nutrition literacy status and its correlates in Iranian senior high-school students

Marziyeh Ashoori,Nasrin Omidvar,Elham Shakibazadeh,Behnaz Abdar-Esfahani,Mohammad Mazandaranian,Hassan Eini-Zinab,Azam Doustmohamadian

doi:10.1186/s40795-021-00426-2

Abstract

BackgroundPlanning interventions to promote food and nutrition literacy (FNL) require a better understanding of the FNL status of the target group and its correlates.AimsThis study aimed to examine the FNL status and its determinants in Iranian senior high-school students.MethodsIn this cross-sectional study, FNL and its components (food and nutrition knowledge, functional skills, interactive skills, advocacy, critical analysis of information, and food label reading skill) were evaluated by a locally designed and validated, self-administered questionnaire. Besides, socioeconomic, demographic, anthropometric measures, as well as academic performance of 626 senior high-school students were assessed.ResultsThe mean ± SD of the total FNL score (within potential range of 0 to 100) was 52.1 ± 10.96, which is below the minimum adequate level of 60. The probability of high FNL knowledge score was significantly higher among students who majored in Natural Sciences (OR = 1.73, CI = 1.09–2.75), had better school performance (OR = 1.13, CI = 1.06–1.20) and higher SES score (OR = 1.20, CI = 1.01–1.44). The score for food label reading was significantly lower in girls (OR = 0.45, CI = 0.31–0.67), while those who had a family member with the nutrition-related disease were more likely to have a higher score of food label reading skill (OR = 1.48, CI = 1.01–1.64).ConclusionThe level of FNL in senior high-school students in Tehran was relatively low. These findings have key messages for the education system and curriculum designers to have more consideration for food and nutrition-related knowledge and skills in schools.

Highlights

Unhealthy eating behavior is among the leading risk factors of non-communicable diseases (NCDs) [1], which were responsible for 71% of global deaths in 2016 [2]
Many nutrition education interventions have tried to promote healthy eating behavior(s); most of these interventions have had a traditional approach through focusing on nutrition knowledge rather than skills that have resulted in limited improvement in dietary intakes and/or practices [8]
A comparison between subjects who included in the analysis and excluded ones showed no significant difference in socio-demographic characteristics (p > 0.05) except for gender

Summary

Introduction

Unhealthy eating behavior is among the leading risk factors of non-communicable diseases (NCDs) [1], which were responsible for 71% of global deaths in 2016 [2]. Poor dietary practice is one of the major concerns of the health sector in both developed and developing countries. In this regard, adolescents’ dietary behavior is a concern, since poor dietary intakes are highly prevalent among this age group in both low- and middle-income countries [4]. Many nutrition education interventions have tried to promote healthy eating behavior(s); most of these interventions have had a traditional approach through focusing on nutrition knowledge rather than skills that have resulted in limited improvement in dietary intakes and/or practices [8]. Planning interventions to promote food and nutrition literacy (FNL) require a better understanding of the FNL status of the target group and its correlates

Methods

Results

Conclusion