The Effect of Parent-Supported Educatıon on Nutrıtıonal Knowledge and Eatıng Behavıors in Prımary School Chıldren

Seyit Ramazan Karadoğan; Funda Pınar Çakıroğlu

Article Details

The Effect of Parent-Supported Educatıon on Nutrıtıonal Knowledge and Eatıng Behavıors in Prımary School Chıldren

Authors:

Seyit Ramazan Karadoğan | Funda Pınar Çakıroğlu

Publisher:

Selcuk University

Main Topics:

Klinik Tıp Bilimleri (Diğer)

Journal:

Genel Tıp Dergisi Vol.35 Issue 4, pp.704-713

Document Type:

Article

Publication Date:

8/2025

Document Language:

English

Document ID (Org No.):

2001356608

pISSN:

2602-3741

Keywords:

Abstract:

 BackgroundAims: This study aims to investigate the effect of parent-supported nutrition education on childrens nutritional knowledge and eating behaviors. Materials and Methods: A total of one hundred and twenty one students from the third, fourth and fifth grades at a private school in Isparta, Turkey were selected for the study. The participating children were divided into two groups: one receiving parent-supported nutrition education, and the other receiving nutrition education targeted only at the children. A nutrition knowledge test was administered to both groups one week prior to the intervention and again following the completion of the education program. In order to evaluate changes in the childrens eating behaviors, the Childrens Eating Behavior Questionnaire, whose validity and reliability were established by Yılmaz et al. 2011, was completed by the parents. Data were analyzed using the Wilcoxon Test, Man Whitney U Test and Multiple Linear Regression Analysis. Results: The increase in nutritional knowledge scores of children supported by their parents compared to before the education was significantly greater than that of children without support. At the end of the education; food enthusiasm, emotional overeating, passion for drinking and enthusiasm for satiety eating behavior scores reduced, while food selectivity eating behavior scores increased. The increase in higher nutritional information score is estimated to be less enthusiasm for satiety and food selectivity scores, whereas higher enjoying food scores for children in the group supported by parents. However, it was observed that the changes in eating behaviors were similar between children with parental support and children without parental support after the education. Conclusion: It was found that parent-supported nutrition education led to a greater improvement in childrens nutritional knowledge compared to education provided without parental involvement. Furthermore, nutrition education was shown to be effective in promoting more positive eating behaviors among children. In particular, parental involvement in nutrition education was found to play a significant role in enhancing the effectiveness of the program, especially among primary school children.

 BackgroundAims: This study aims to investigate the effect of parent-supported nutrition education on childrens nutritional knowledge and eating behaviors. Materials and Methods: A total of one hundred and twenty one students from the third, fourth and fifth grades at a private school in Isparta, Turkey were selected for the study. The participating children were divided into two groups: one receiving parent-supported nutrition education, and the other receiving nutrition education targeted only at the children. A nutrition knowledge test was administered to both groups one week prior to the intervention and again following the completion of the education program. In order to evaluate changes in the childrens eating behaviors, the Childrens Eating Behavior Questionnaire, whose validity and reliability were established by Yılmaz et al. 2011, was completed by the parents. Data were analyzed using the Wilcoxon Test, Man Whitney U Test and Multiple Linear Regression Analysis. Results: The increase in nutritional knowledge scores of children supported by their parents compared to before the education was significantly greater than that of children without support. At the end of the education; food enthusiasm, emotional overeating, passion for drinking and enthusiasm for satiety eating behavior scores reduced, while food selectivity eating behavior scores increased. The increase in higher nutritional information score is estimated to be less enthusiasm for satiety and food selectivity scores, whereas higher enjoying food scores for children in the group supported by parents. However, it was observed that the changes in eating behaviors were similar between children with parental support and children without parental support after the education. Conclusion: It was found that parent-supported nutrition education led to a greater improvement in childrens nutritional knowledge compared to education provided without parental involvement. Furthermore, nutrition education was shown to be effective in promoting more positive eating behaviors among children. In particular, parental involvement in nutrition education was found to play a significant role in enhancing the effectiveness of the program, especially among primary school children.

 BackgroundAims: This study aims to investigate the effect of parent-supported nutrition education on childrens nutritional knowledge and eating behaviors. Materials and Methods: A total of one hundred and twenty one students from the third, fourth and fifth grades at a private school in Isparta, Turkey were selected for the study. The participating children were divided into two groups: one receiving parent-supported nutrition education, and the other receiving nutrition education targeted only at the children. A nutrition knowledge test was administered to both groups one week prior to the intervention and again following the completion of the education program. In order to evaluate changes in the childrens eating behaviors, the Childrens Eating Behavior Questionnaire, whose validity and reliability were established by Yılmaz et al. 2011, was completed by the parents. Data were analyzed using the Wilcoxon Test, Man Whitney U Test and Multiple Linear Regression Analysis. Results: The increase in nutritional knowledge scores of children supported by their parents compared to before the education was significantly greater than that of children without support. At the end of the education; food enthusiasm, emotional overeating, passion for drinking and enthusiasm for satiety eating behavior scores reduced, while food selectivity eating behavior scores increased. The increase in higher nutritional information score is estimated to be less enthusiasm for satiety and food selectivity scores, whereas higher enjoying food scores for children in the group supported by parents. However, it was observed that the changes in eating behaviors were similar between children with parental support and children without parental support after the education. Conclusion: It was found that parent-supported nutrition education led to a greater improvement in childrens nutritional knowledge compared to education provided without parental involvement. Furthermore, nutrition education was shown to be effective in promoting more positive eating behaviors among children. In particular, parental involvement in nutrition education was found to play a significant role in enhancing the effectiveness of the program, especially among primary school children.

 Amaç: Ebeveyn destekli beslenme eğitiminin çocukların beslenme bilgisi ve yeme davranışlarına etkisini gözlemlemek çalışmanın amacını oluşturmuştur. Gereç ve Yöntemler: Çalışmaya, Ispartadaki bir özel okulda öğrenim gören üçüncü, dördüncü ve beşinci sınıflardan toplam yüz yirmi bir öğrenci katılmıştır. Çocuklar, ebeveyn destekli eğitim verilen grup ve sadece çocuklara eğitim verilen grup olmak üzere iki gruba ayrılmıştır. Her iki gruba da çalışmaya başlamadan bir hafta önce ve eğitim programı sonrası beslenme bilgilerini ölçen test ve ebeveynlerine ise geçerliliği ve güvenirliği Yılmaz vd. 2011 tarafından yapılan Çocuklarda Yeme Davranışı Anketi uygulanarak çocukların yeme davranışındaki değişiklikler tespit edilmiştir. Veriler Wilcoxon Testi, MannWhitney U Testi ve Çoklu Doğrusal Regresyon Analizi ile analiz edilmiştir. Bulgular: Ebeveyn desteğiyle beslenme eğitimi alan çocukların beslenme bilgi puanlarındaki artış, destek almayanlara göre anlamlı düzeyde daha yüksek bulunmuştur. Eğitim sonunda gıda heveslisi, duygusal aşırı yeme, içme tutkusu ve tokluk heveslisi yeme davranışı puanlarında azalma, seçici yeme davranışı puanlarında ise artış gözlenmiştir. Ebeveyn desteği alan grupta, beslenme bilgisi puanı arttıkça duygusal az yeme ve seçici yeme davranışı puanlarının azalacağı, ancak gıdadan keyif alma yeme davranışı puanlarının ise artacağı belirlenmiştir. Ancak eğitim sonrası yeme davranışı puanlarındaki değişimlerin ebeveyn desteği alan ve almayan çocuklar arasında istatistiksel olarak anlamlı bir fark görülmemiştir. Sonuç: Ebeveyn destekli verilen beslenme eğitiminin ebeveyn desteği olmaksızın verilen beslenme eğitimine göre çocuklarda beslenme bilgisini daha fazla arttırdığı tespit edilmiş olup, beslenme eğitiminin daha olumlu yeme davranışları göstermede etkili olduğu görülmüştür. Özellikle ilkokul çocuklarında beslenme eğitimine ebeveyn katılımının eğitimin etkinliğini arttırmada önemli olduğu gösterilmiştir.

Article Details

The Effect of Parent-Supported Educatıon on Nutrıtıonal Knowledge and Eatıng Behavıors in Prımary School Chıldren

Authors:

Seyit Ramazan Karadoğan | Funda Pınar Çakıroğlu

Publisher:

Selcuk University

Main Topics:

Klinik Tıp Bilimleri (Diğer)

Journal:

Genel Tıp Dergisi Vol.35 Issue 4, pp.704-713

Document Type:

Article

Publication Date:

8/2025

Document Language:

English

Document ID (Org No.):

2001356608

pISSN:

2602-3741

Eating behaviors

nutrition education

parent support

primary school childrenYeme davranışları

beslenme eğitimi

ebeveyn desteği

ilkokul çocukları

Issues

Article Details

Authors: Seyit Ramazan Karadoğan | Funda Pınar Çakıroğlu

Publisher: Selcuk University

Main Topics: Klinik Tıp Bilimleri (Diğer)

Journal: Genel Tıp Dergisi Vol.35 Issue 4, pp.704-713

Document Type: Article

Publication Date: 8/2025

Document Language: English

Document ID (Org No.): 2001356608

pISSN: 2602-3741

Issues

Authors:

Seyit Ramazan Karadoğan | Funda Pınar Çakıroğlu

Publisher:

Selcuk University

Main Topics:

Klinik Tıp Bilimleri (Diğer)

Journal:

Genel Tıp Dergisi Vol.35 Issue 4, pp.704-713

Document Type:

Article

Publication Date:

8/2025

Document Language:

English

Document ID (Org No.):

2001356608

pISSN:

2602-3741