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| 題 名 | 國小學童食農教育認知對其有機食材需求影響之研究--兼論家長、導師的角色=Elementary School Childrens' Consumption Intention of Organic Food Influenced by Cognition of Agri-Food Education: Concurrently Discyssing the Role of Parents and Teachers |
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| 作 者 | 賴涵妤; 楊文仁; 黃炳文; | 書刊名 | 農林學報 |
| 卷 期 | 71:2 2024.06[民113.06] |
| 頁 次 | 頁123-136 |
| 分類號 | 430.31 |
| 關鍵詞 | 國小學童; 食農教育認知; 有機食材; 認知反應理論; 結構方程模型; Elementary school childrens; Cognition of agri-food education; Organic food; Cognitive response theory; Structural equation modeling; |
| 語 文 | 中文(Chinese) |
| DOI | 10.30089/JAF.202406_71(2).0005 |
| 中文摘要 | 在一系列食品安全議題發生後,為維護學童之飲食健康,農政單位透過推動食農教育與學校午餐使用有機食 材政策,除了有助於學童健康,亦可推廣有機農產品。而食農教育認知對學童有機食材需求的影響為何?父母及導師 在其中所扮演的角色又如何?值得進一步探討。本研究運用農糧署 2023 年調查六都國小學童、家長、導師對食農教 育及有機食材的認知態度資料,以認知反應理論為基礎,將學童對有機食材的認知與態度視為食農教育認知的反應結 果,建立結構方程模型以分析影響效果。實證結果發現學童的食農教育認知來自「生態環境與永續」、家長食農教育 認知關注「飲食健康與消費」、導師食農教育認知則著重於「農業栽培與生產」,三者略有差異,其中學童受家長的影 響顯著大於導師;學童食農教育認知會影響其有機食材認知,有機食材認知再影響學童的有機食材態度,而學童的有 機食材需求受學童對有機食材的「喜好程度」態度影響最顯著。此外,導師對學童的影響效果相對不顯著,未來可加 強多元的食農教育執行方式,如與農業相關單位配合,增加農業體驗課程;而學校午餐是學童體驗有機食材的媒介, 若要提升學童對有機食材的需求,可善用有機食材的特性,調整學校午餐的菜色與供應方式。 |
| 英文摘要 | After food safety issues occurred, in order to protect the dietary health of schoolchildren, agricultural government institutions promoted Agri-Food Education and the use of organic food in school lunches. In addition to helping schoolchildren's health, they can also promote organic produce. What is the impact of Agri-Food Education's influence on schoolchildren’s consumption intentions for organic food? What is the role of parents and teachers? This study followed the project “Elementary School Children’s Consumption Intention of Organic Food Influenced by Cognition of Organic Agri-Food Education and Their Teachers’ and Parents' Attitudes” in 2023. Using a structural equation model based on cognitive response theory, we regard schoolchildren's cognition and attitude towards organic food as the response results of cognition of Agri-Food Education. Empirical results show that schoolchildren's cognition of Agri-Food Education comes from "Ecological Environment and Sustainability," parents' cognition of Agri-Food Education focuses on "Dietary Health and Consumption," and teachers' cognition of Agri-Food Education focuses on "Agricultural Cultivation and Production." Among them, students are significantly more influenced by parents than teachers. Students’ cognition of Agri-Food Education will affect their cognition of organic food, and their cognition of organic food will in turn affect students’ attitudes towards organic food, while school children’s attitudes of organic food will affect their consumption intention for organic food. Students’ consumption intention is most significantly affected by schoolchildren’s “likeability” attitude towards organic food. In addition, the influence of teachers on schoolchildren is relatively insignificant. In the future, diversified methods of implementing food and Agri-Food Education can be strengthened, such as by cooperating with agricultural-related units to increase agricultural experience courses, and school lunches are a medium for schoolchildren to experience organic food. If we want to improve schoolchildren's demand for organic food, we can make good use of the characteristics of organic food to adjust the dishes and supply methods of school lunches. |
本系統中英文摘要資訊取自各篇刊載內容。