Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 506115
Title Effectiveness of Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of vegetables consumption
Author(s) Battjes-Fries, Marieke C.E.; Haveman-Nies, Annemien; Dongen, Ellen J.I. van; Meester, Hante J.; Top, Rinelle van den; Graaf, Kees de; Veer, Pieter van 't
Source Appetite 105 (2016). - ISSN 0195-6663 - p. 519 - 526.
Department(s) Human Nutrition (HNE)
Chair Nutrition and Health over the Lifecourse
FBR Consumer Science & Health
ATV SmaaklessenSmaaklessen
Chair Sensory Science and Eating Behaviour
Publication type Refereed Article in a scientific journal
Publication year 2016
Keyword(s) Effect evaluation - Experiential learning - Nutrition education - Psychosocial determinants - Vegetable consumption

Experiential learning methods seem to be promising to enhance healthy eating behaviour in children. Therefore, this study compared the effectiveness of the Dutch programme Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of vegetable consumption. In a quasi-experimental design, 800 children aged 8–11 years old from 34 elementary schools participated in a Taste Lessons (TL: 5 lessons) group, a Taste Lessons Vegetable Menu (TLVM: TL with 3 added experiential learning activities) group, and a control group. During a baseline and follow-up measurement, children completed a questionnaire on psychosocial determinants towards vegetables consumption. Multilevel regression analyses were conducted to compare changes in the determinants between the TLVM group and the TL group, and between the two intervention groups and the control group. The TLVM group showed a significantly higher increase in knowledge (p

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