ArticleBMC nutrition2022
Exploration of the definition and components of food and nutrition literacy among junior secondary school students: a qualitative study.
Article in BMC nutrition, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Defining and measuring food literacy in late childhood and adolescence: a scoping review.Public health nutrition · 2026Article
- Development and validation of a comprehensive food literacy questionnaire for adolescents integrating knowledge, skills, and environmental influences.BMC public health · 2026Article
- Nutrition literacy and socio-demographic determinants among Chinese women of childbearing age.Frontiers in public health · 2026Article
- Development and validation of a novel short-form nutrition literacy measurement tool for Chinese college students.Frontiers in public health · 2022Article
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Abstract
backgroundFood and nutrition literacy (FANLit) has been proposed to promote healthy diet behaviour and is believed to decrease the prevalence of overweight, obesity and chronic disease. However, the perspective of junior secondary school students, aged 12-15 years and stakeholders towards FANLit is not well-defined. Thus, this study aims to explore the definition and components of FANLit.
methodsThis qualitative study was carried out in Health region 2 including Phitsanulok, Sukhothai, Tak, Uttradit and Pethchboon. 49 participants from national and regional levels of Thailand were recruited. Data were collected by in-depth interview and focus group discussion using semi-structured questionnaire. Interview data were transcribed verbatim and analysed using thematic analysis.
resultsFANLit is defined as an individual's level of knowledge and skills (fundamental, interactive and critical) that relates to food and nutrition for appropriate selection of food and nutrient. Four themes of FANLit were identified as follows: 1) food and nutrition knowledge (Subthemes: food knowledge, food understanding, nutrition knowledge and nutrition understanding), 2) functional food and nutrition literacy (Subthemes: accessing to food and nutrition information, food selection, food preparation, daily food and nutrition planning and management), 3) interactive food and nutrition literacy (Subthemes: communication with others, sharing and discussion), and 4) critical food and nutrition literacy (Subthemes: information used in decision making, healthy food selection and effective budgeting).
conclusionThe results presented beneficial information regarding FANLit definition which is the initial stage to develop the assessing instrument and the intervention to improve FANlit in the adolescent group.
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