dc.contributor.author | Illøkken, Kristine Engebretsen | |
dc.contributor.author | Øverby, Nina Cecilie | |
dc.contributor.author | Johannessen, Berit | |
dc.contributor.author | Vik, Frøydis Nordgård | |
dc.date.accessioned | 2022-02-22T13:08:27Z | |
dc.date.available | 2022-02-22T13:08:27Z | |
dc.date.created | 2021-07-14T11:24:13Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Illøkken, K. E., Øverby, N. C., Johannessen, B. & Vik, F. N. (2021). Possible Effects of a Free School Meal on School Environment : The School Meal Intervention in Norway. Journal of the International Society for Teacher Education, 25(1), 8–20. https://isfte.org/index.php/2021/07/12/jiste-25-1-diverse-aspects-on-education-perspectives-from-the-world/ | en_US |
dc.identifier.issn | 2521-6015 | |
dc.identifier.uri | https://hdl.handle.net/11250/2980797 | |
dc.description.abstract | Evidence suggests that a free school meal can improve children and adolescent diet, social environment, concentration, and school performance. This study aimed to investigate possible effects of a free, healthy school meal among students that usually eat packed meals on behavioral issues, inactiveness, self-efficacy, school enjoyment and classroom environment. A school meal according to the dietary guidelines was served to students in the intervention group (n=55) for one year. A control group consumed packed meals as usual (n=109). Students (10-12 years) responded to a questionnaire at baseline and after one year. We used linear regression analyses and did not find significant effects of a free school meal on behavioral issues (B= 0.01, p 0.86), inactiveness (B= -0.05, p 0.51), self - efficacy (B= -0.04, p 0.52), school enjoyment (B= 0.11, p 0.19) or classroom environment (B= -0.07, p 0.26). Methodological limitations might explain our lack of findings. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | International Society for Teacher Education | en_US |
dc.title | Possible effects of a free school meal on school environment : The School Meal Intervention in Norway | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2021 International Society for Teacher Education | en_US |
dc.subject.nsi | VDP::Medisinske Fag: 700::Helsefag: 800::Ernæring: 811 | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.source.pagenumber | 8-20 | en_US |
dc.source.volume | 25 | en_US |
dc.source.journal | Journal of the International Society for Teacher Education | en_US |
dc.source.issue | 1 | en_US |
dc.identifier.cristin | 1921714 | |
dc.relation.project | University of Agder: 689019 | en_US |
cristin.qualitycode | 1 | |