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Associations between moral foundations and healthy eating identity and self-efficacy

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Background: Previous research suggests a healthy eater schema (i.e., identifying yourself as a healthy eater) may be a useful concept to target in interventions. A "stealth" intervention that discussed the moral issues related to food worked better at promoting healthful eating than an intervention focused on the health benefits. No…

Background: Previous research suggests a healthy eater schema (i.e., identifying yourself as a healthy eater) may be a useful concept to target in interventions. A "stealth" intervention that discussed the moral issues related to food worked better at promoting healthful eating than an intervention focused on the health benefits. No research has explored the relationship between moral foundations, a theoretical model focused on delineating core "foundations" for making a moral decision, and healthy eater self-identity or self-efficacy. Purpose: We explored the relationship between moral foundations (i.e., harm/care, fairness/reciprocity, in-group/loyalty, authority/respect, & purity/sanctity) and health eater self-identity and fruit and vegetable self-efficacy (FVSE). Methods: 542 participants completed an online cross-sectional survey, which included moral foundations (i.e., MFQ), political views, healthy eater self-identity (i.e., HESS), and FVSE measures. Logistic regression was used to assess the relationship between moral foundations between healthy eater self-identity after controlling for age, gender, major, BMI, and political beliefs. OLS regression was used to explore the relationship between self-efficacy and the moral foundations after controlling for the covariates. Results: 75.6% of the sample were college students, with a mean age of 25.27 (SD=8.61). 25.1% of students were nutrition majors. Harm/care, authority/respect, and ingroup/loyalty were significantly associated with healthy eater schema, (i.e., OR=1.7, p<.001, OR=1.5, p=.009, and OR=1.4, p=.027, respectively). Ingroup/loyalty, authority/respect, and purity/sanctity were related to FVSE (p=.006, p=.002, p=.04, respectively). Conclusion: Among college students, harm/care and authority/respect were associated with a healthy eater schema. Future research should explore possible uses of these moral foundations in interventions (e.g., a plant-based diet based on reduced harm to animals or eating fewer processed views based on "traditional" values).
ContributorsKiser, Sarah (Author) / Hekler, Eric B. (Thesis advisor) / Ohri-Vachaspati, Punam (Committee member) / Wharton, Christopher (Christopher Mack), 1977- (Committee member) / Johnston, Carol (Committee member) / Arizona State University (Publisher)
Created2013
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The effect of training and peer mentor shadowing designed to increase mentor capacity on teacher mentor self-efficacy

Description
This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature…

This action research study focused on training for teacher mentors and teacher mentor self-efficacy. Specifically, this project explored the impact participation in a teacher mentor training program and teacher mentor peer shadowing had on teacher mentor self-efficacy. While there is a plethora of literature on teacher self-efficacy, minimal literature exists on the self-efficacy of teacher mentors. Bandura’s self-efficacy theory and cognitive and collaborative apprenticeship provided the foundational body of knowledge in order to understand teacher mentors’ experiences.

This study followed thirty-seven teacher mentors through the first half of the Arizona K12 Center’s Professional Learning Series – Mentor Academy Year 1. Teacher mentors were given a pre-survey upon their first day in the training series, a mid-point survey halfway through the semester and a post-survey at the beginning of the following semester. Teacher mentor self-efficacy data was collected from the surveys and analyzed to determine the impact their participation in the training program had on their self-efficacy. Five random teacher mentors were also selected for interviews. This qualitative data were collected to compliment the quantitative survey data. The second part of the study consisted of interviewing six teacher mentors in a local secondary education school district to gauge the impact the peer mentor shadowing program had on their self-efficacy. Quantitative and qualitative data collected provided insights on the impact these supports had on teacher mentor self-efficacy.

The results of this study indicate the challenge and complexities of being a teacher mentor. The data showed that teacher mentors who lacked training prior to or upon initial entry into their new position of teacher mentor struggled to be effective which negatively affected their self-efficacy. The data also indicated that teacher mentors who participated in the Arizona K12 Center’s mentor training program had greater self-efficacy for their roles. Finally, teacher mentors participating in peer mentor shadowing opportunities found it to be of the greatest impact leading to stronger self-efficacy.
ContributorsThomsen, Teri (Author) / Kulinna, Pamela (Thesis advisor) / Olson-Stewart, Kelly (Committee member) / Mosco, Michele (Committee member) / Arizona State University (Publisher)
Created2018
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The Effect of Early Time-Restricted Feeding on the Diet Quality, Self-Efficacy, and Sleep of College Students

Description

Circadian misalignments in terms of eat and sleep cycles, common occurrences among college students, are linked to adverse health outcomes. Time-restricted feeding, a form of intermittent fasting, may offer an exciting, non-pharmacologic approach to improve the health of this population by restricting eating to feeding windows that align with circadian…

Circadian misalignments in terms of eat and sleep cycles, common occurrences among college students, are linked to adverse health outcomes. Time-restricted feeding, a form of intermittent fasting, may offer an exciting, non-pharmacologic approach to improve the health of this population by restricting eating to feeding windows that align with circadian biology. This study aims to fill a gap in the literature regarding the effect of early time-restricted feeding (eTRF) on college students, particularly in regard to diet quality, diet self-efficacy, and sleep quality. To test the hypothesis that eTRF would lead to an increase in all three variables, a 4-wk randomized-controlled, parallel arm trial was conducted. Thirty-five healthy college students were randomly assigned to one of two groups: the intervention group (TRF) was instructed to adhere to an 8-h feeding window aligned with the light cycle (9 am to 5 pm), and the control group (CON) was instructed to adhere to a 12-h feeding window typical of college students (10 am to 10pm). The eTRF diet was consumed ad libitum, and the participants were not instructed to avoid compensatory hyperphagia. The results showed a strong, reverse effect of eTRF on diet quality: fasting had a highly significant association with decreased diet quality. The results suggest that, under free-living conditions, college students practicing eTRF are more likely to compensate for prolonged fasting with unhealthy eating and snacking.
ContributorsGonzalez, Valeria Isabel (Author) / Johnston, Carol (Thesis director) / Hundley, Amanda (Committee member) / Edson College of Nursing and Health Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05