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Similar Attitudes (similar + attitude)
Selected AbstractsExploring the nutrition and lifestyle knowledge, attitudes and behaviour of student home economics teachers: baseline findings from a 4-year longitudinal studyINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2008Mary Isobelle Mullaney Abstract It is widely acknowledged that obesity linked with reduced exercise contributes to health problems, and that, conversely, individuals who embark on weight reducing diets may become deficient in key nutrients. It is often advocated that these problems, which can be grouped together as poor dietary practice, be tackled through education. This study attempts to examine the relationship between nutrition education and lifestyle behaviours in a select group of third level students. The Irish Home Economics curriculum aims to teach secondary school pupils about nutrition and lifestyle practices conducive to health. However, the attitudes and lifestyle practices of those teaching this subject have never been examined in Ireland. The purpose of the present 4-year longitudinal study, whose first year findings are presented here, is to investigate the nutrition and lifestyle knowledge, attitudes and behaviours of a cohort of Irish student home economics teachers over the 4 years of their Bachelor of Education (Home Economics) degree course. The study was designed to explore possible changes in knowledge, attitudes and practices over the course of their professional education. Nutritional knowledge was measured using a 220-question adapted version of the test devised by Parmenter and Wardle. Attitudes were measured using a questionnaire adapted from the Pan-EU Survey on Consumer Attitudes to Physical Activity, Body-weight and Health. Food, alcohol consumption and exercise were measured using a 7-day reported dietary/exercise diary. Nutrient intake data were determined using dietary analysis. Weight, height and waist circumference were measured and body mass index (BMI) calculated. When starting college, student home economics teachers have broadly similar anthropometric, dietary and lifestyle characteristics to those of their contemporaries. Mean BMI was identical [24.4 kg/m2 (SD 4.3)] to that reported in the North/South Ireland Food Consumption Survey (NSIFCS) for those aged 18,35 years, although energy intakes were significantly higher in the cohort of student teachers (P = 0.000). Thirty-eight per cent were overweight or obese vs. 33.6% in the NSIFCS. Only 17% (n = 6) of students achieved an intake of 300 µg/day of folate as recommended by the Food Safety Authority of Ireland and only one the recommended intake of non-starch polysaccharides (18 g/day). One in three students in this study smoke (16 of 48) and alcohol consumption was high. Only one student was very active. Students scored a mean of 55% (SD 8%) on the knowledge test, with similar scores attained for specific aspects of nutritional knowledge (i.e. food groups, constituents of foods, current dietary advice, nutrients, lifestyle practices). However, knowledge of nutrition definitions was weaker with a mean score of 31% (SD 8.6%). Students had a positive attitude towards food choice, the link between food and health and control over their own diet. Similar attitudes towards exercise, smoking and alcohol consumption were displayed despite students perceiving themselves as not having a balanced diet, having insufficient exercise and having regretted something done as a result of consuming alcohol. They appear to display optimistic bias in relation to health risks. These findings provide baseline data for the longitudinal study and indicate that those choosing to pursue a career as a home economics teacher in Ireland have similar nutritional and lifestyle characteristics to those of their contemporaries. [source] The similarity,attraction relationship revisited: divergence between the affective and behavioral facets of attractionEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 4 2002Estelle Michinov In contemporary attitudes-and-attraction research, attraction has been viewed as a multidimensional construct. Moreover, the effects of dissimilar and similar attitudes have been shown to vary with the facets of attraction measured. The hypotheses tested are that (1) only the proportion of similar attitudes relevant to the social context or interaction goals affects behavioral attraction (i.e. interpersonal distance between the participant and targets), and (2) the proportion of similar attitudes influences affective attraction (i.e. Byrne's attraction measure), regardless of attitude relevance. Two experiments were conducted with classroom activities (Experiment 1) and a writing workshop (Experiment 2) as the social contexts. The results of both experiments supported the hypotheses. Clearly, a solely affective measure of attraction seems inadequate for understanding the similarity,attraction relationship. Copyright © 2002 John Wiley & Sons, Ltd. [source] Sharing information about peer relations: Parent and adolescent opinions and behaviors in Hmong and African American familiesNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 116 2007B. Bradford Brown Despite sharing similar attitudes regarding the information about peers that parents have a right to know, the strategies African American and Hmong families use to seek or censor information about peers diverge because of ethnic differences in emphasis on trust, nurturing autonomy, respect for parental authority, and maintaining cultural traditions. [source] Professionals' perceptions of the role of literacy in early intervention servicesPSYCHOLOGY IN THE SCHOOLS, Issue 7 2008Karen Thatcher The purpose of the current study was to examine therapists' perceptions about literacy in early intervention services. Little effort has been devoted to the incorporation of literacy into therapy services for very young children with special needs. In an attempt to understand how therapy providers view the role of literacy in their services, 168 providers were surveyed. Responses were compared and in general, speech therapists and developmental therapists reported similar rates of use of books and rhymes and similar attitudes about the role of literacy in services. In contrast, occupational and physical therapists were often similar in their responses, yet, in most analyses, their responses were significantly different than the speech and developmental therapists'. This trend mirrors the existing literature that more attention has been devoted to encouraging the incorporation of literacy into speech services than other therapy services. Implications for these different practices and attitudes across disciplines are discussed. © 2008 Wiley Periodicals, Inc. [source] | ||||||||||