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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No change no progress: why school-based nutrition education programmes should continue to evolve
Haveman-Nies, A. ; Fries, M.C.E. ; Wijhe, Wieteke van; Snel, J.H. - \ 2017
Education and Health 35 (2017)4. - ISSN 2049-3665 - p. 90 - 92.
Impact biologische boodschappenmand
Battjes-Fries, Marieke ; Vijver, Lucy van de; Jong, Miek ; Koopmans, Chris ; Sijtsema, Siet ; Verain, Muriël - \ 2017
Driebergen : Louis Bolk Instituut (Publicatie / Louis Bolk Instituut nummer: 2017-015 VG) - 48
consumentengedrag - biologische voedingsmiddelen - inkopen - keuzegedrag - winkelen - dierenwelzijn - biologische landbouw - consumer behaviour - organic foods - purchasing - choice behaviour - shopping - animal welfare - organic farming
Van consumenten die voor hun voeding vooral biologische producten kopen is bekend dat zij meer milieubewust zijn, zich meer bekommeren om dierwelzijn en een voorkeur hebben voor minder bewerkte en gezonde producten. Er zijn echter tot op heden weinig tot geen kwantitatieve onderzoeksgegevens beschikbaar over producteigenschappen zoals mate van bewerking, toevoegingen, inhoudsstoffen en andere milieu- en gezondheid-gerelateerde parameters op het niveau van de ‘biologische boodschappenmand’ van de eindgebruiker. Dit onderzoek heeft daarom tot doel om een analyse uit te voeren van een biologische en gangbare boodschappenmand aan de hand van geselecteerde producteigenschappen en te onderzoeken in welke mate die eigenschappen het aankoopgedrag van consumenten beïnvloeden. Dit om concrete aanbevelingen aan de biologische sector te kunnen doen over hoe het biologische aanbod verder ontwikkeld kan worden.
Effectiveness of Taste Lessons with and without additional experiential learning activities on children's willingness to taste vegetables
Battjes-Fries, Marieke C.E. ; Haveman-Nies, Annemien ; Zeinstra, Gertrude G. ; Dongen, Ellen J.I. van; Meester, Hante J. ; Top, Rinelle van den; Veer, Pieter van 't; Graaf, Kees de - \ 2017
Appetite 109 (2017). - ISSN 0195-6663 - p. 201 - 208.
Effect evaluation - Experiential learning - Food neophobia - Nutrition education - Vegetable consumption - Willingness to taste

This study assessed the effectiveness of the Dutch school programme Taste Lessons with and without additional experiential learning activities on children's willingness to taste unfamiliar vegetables. Thirty-three primary schools (877 children in grades 6-7 with a mean age of 10.3 years) participated in Taste Lessons Vegetable Menu (TLVM, lessons and extra activities), Taste Lessons (TL, lessons), or a control group. A baseline and follow-up measurement was used to assess for each child: number of four familiar and four unfamiliar vegetables tasted, quantity tasted, choice of vegetable of which to eat more, and number of vegetables willing to taste again later. Furthermore, children filled out a questionnaire on daily vegetable intake and food neophobia. Multilevel and Cox regression analyses were conducted to compare changes in the outcome measures between the three study groups. No significant intervention effects were found on willingness to taste unfamiliar vegetables. Neither were effects found on familiar vegetables, except for number of familiar vegetables tasted (p <0.05). Furthermore, no significant intervention effects were found on daily vegetable consumption and food neophobia. These results indicate that more intensive school-based nutrition education activities are needed to increase children's willingness to taste unfamiliar vegetables and increase their vegetable intake.

Unravelling the effect of the Dutch school-based nutrition programme Taste Lessons : The role of dose, appreciation and interpersonal communication
Battjes-Fries, Marieke C.E. ; Dongen, Ellen J.I. van; Renes, Reint Jan ; Meester, Hante J. ; Veer, Pieter van 't; Haveman-Nies, Annemien - \ 2016
BMC Public Health 16 (2016)1. - ISSN 1471-2458
Effect evaluation - Implementation - Nutrition education - Primary school - Process indicators

Background: To unravel the effect of school-based nutrition education, insight into the implementation process is needed. In this study, process indicators of Taste Lessons (a nutrition education programme for Dutch elementary schools) and their association with changes in behavioural determinants relevant to healthy eating behaviour are studied. Methods: The study sample consisted of 392 Dutch primary school children from 12 schools. Data were collected using teacher and child questionnaires at baseline, and at one and six months after the intervention. Multilevel regression analyses were conducted to study the association between dose, appreciation and children's engagement in interpersonal communication (talking about Taste Lessons with others after the lessons), and change in knowledge, awareness, skills, attitude, emotion, subjective norm and intention towards two target behaviours. Results: With an average implementation of a third of the programme activities, dose positively predicted change in children's subjective norm of the teacher after one month. Teachers and children highly appreciated Taste Lessons. Whereas teacher appreciation was inversely associated, child appreciation was positively associated with children's change in awareness, emotion and subjective norm of teachers after one month and in attitude and subjective norm of parents after six months. Interpersonal communication was positively associated with children's change in five determinants after one month and in attitude and intention after six months. Conclusions: The implementation process is related to the programme outcomes of Taste Lessons. Process data provide valuable insights into factors that contribute to the effect of interventions in real-life settings.

Effectiveness of Taste Lessons with and without additional experiential learning activities on children's psychosocial determinants of vegetables consumption
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 - \ 2016
Appetite 105 (2016). - ISSN 0195-6663 - p. 519 - 526.
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

Effectiveness of nutrition education in Dutch primary schools
Fries, M.C.E. - \ 2016
Wageningen University. Promotor(en): Pieter van 't Veer; Kees de Graaf, co-promotor(en): Annemien Haveman-Nies. - Wageningen : Wageningen University - ISBN 9789462576537 - 169 p.
schools - elementary schools - primary education - dietetic education - taste - education - vegetables - psychosocial aspects - food consumption - scholen - basisscholen - primair onderwijs - voedingsonderwijs - smaak - onderwijs - groenten - psychosociale aspecten - voedselconsumptie

“Nutrition education in Dutch primary schools”

School-based nutrition education programmes have increasingly been used to teach children about nutrition and to provide them with the skills to make healthy food choices. As these programmes differ in content and delivery, it is hard to identify what intervention components and implementation conditions are most effective. Furthermore, as nutrition education is not mandatory in the Netherlands, it is not clear what effects can be achieved with nutrition education in Dutch primary schools. In this thesis therefore two versions of Taste Lessons were evaluated. Taste Lessons is a practice-driven school-based nutrition education programme on taste development, healthy nutrition, and food quality. The programme was evaluated on its aims to increase children’s interest in food, and their knowledge and skills regarding healthy and conscious eating behaviour. Furthermore, the influence of adding experiential learning activities and implementation factors on effectiveness are addressed.

The first evaluation showed that partial implementation of the 10-12 lessons of Taste Lessons (first version) by the teachers during one school year resulted in small increases in psychosocial determinants of healthy eating behaviour. The highest increase was observed in children’s knowledge, which still persisted six months after the programme.

A second evaluation was conducted with the aim to compare effectiveness of the revised and shorter version of Taste Lessons with and without additional experiential learning activities on change in (psychosocial determinants of) vegetable consumption and willingness to taste unfamiliar vegetables. Results from this second study showed that, with almost complete implementation of the five lessons of Taste Lessons by the teachers during a couple of weeks, similar results as the first effect evaluation. Again with knowledge as the strongest intervention effect. Additional experiential learning activities, such as an extended cooking lesson with a dietician and the parents, an excursion to a grower and a supermarket assignment with the parents, showed more and stronger increases in several psychosocial determinants of vegetable consumption than Taste Lessons without these additional activities. No significant intervention effects were found on children’s willingness to taste unfamiliar vegetables during a taste test, and also not on their daily vegetable consumption and food neophobia.

Analyses on process indicators in both studies revealed that teachers and children highly liked Taste Lessons and that children most liked the experiential learning activities. Furthermore, children’s programme appreciation and interpersonal communication about the programme activities after the lessons were found to be positively associated with their change in psychosocial determinants.

In conclusion, evaluation of Taste Lessons showed an increase in children’s knowledge and several other psychosocial determinants of eating behaviour. Implementation of (additional) experiential learning methods in school-based nutrition education is likely to enhance the intervention’s effectiveness, as children mostly liked these activities and children’s enthusiasm was the strongest predictor of effectiveness. No effects were found on children’s vegetable consumption. To achieve behavioural change, school-based nutrition education should be complemented with a consistent set of changes in children’s environment.

Effectiveness of school-based nutrition programme Taste Lessons on children's willingness to taste vegetables
Fries, M.C.E. ; Haveman-Nies, A. ; Zeinstra, G.G. ; Meester, H. ; Veer, P. van 't; Graaf, C. de - \ 2015
Effectiveness of school-based nutrition programme Taste Lessons with and without experience-oriented activities on children's determinants of behaviour towards vegetable consumption: a quasi-experimantal study
Fries, M.C.E. ; Haveman-Nies, A. ; Dongen, E.J.I. van; Meester, H. ; Graaf, C. de; Veer, P. van 't - \ 2015
Evaluatie en borging van Smaaklessen met aanvullende activiteiten : het Smaaklessen groentemenu onderzoek
Groothuis, M. ; Fries, M.C.E. ; Haveman-Nies, A. - \ 2015
Apeldoorn : AGORA Academische Werkplaats (Rapport / AGORA 1) - 59
smaaklessen - voedingseducatie - basisonderwijs - onderwijsprogramma's - voeding en gezondheid - groenten - tasting lessons - nutrition education - elementary education - education programmes - nutrition and health - vegetables
Onderzocht is wat het toegevoegde effect is van de Smaaklessen arrangementen ten opzichte van reguliere Smaaklessen en tevens zijn de mogelijkheden verkend voor borging van Smaaklessen arrangementen.
Effect of the Dutch school-based education programme ‘Taste Lessons’ on behavioural determinants of taste acceptance and healthy eating: a quasi-experimental study
Battjes-Fries, M.C.E. ; Haveman-Nies, A. ; Renes, R.J. ; Meester, H.J. ; Veer, P. van 't - \ 2015
Public Health Nutrition 18 (2015)12. - ISSN 1368-9800 - p. 2231 - 2241.
Objective To assess the effect of the Dutch school-based education programme ‘Taste Lessons’ on children’s behavioural determinants towards tasting unfamiliar foods and eating healthy and a variety of foods. Design In a quasi-experimental study design, data on behavioural determinants were collected at baseline, four weeks and six months after the intervention in both the intervention and control group. Children completed consecutively three questionnaires in which knowledge, awareness, skills, attitude, emotion, subjective norm and intention towards the two target behaviours were assessed. Teachers implemented on average a third of the programme activities. Multilevel regression analyses were conducted to compare individual changes in the determinants in the intervention group with those in the control group, corrected for children’s gender and age. Effect sizes were expressed as Cohen’s d. Setting Dutch elementary schools. Subjects Forty-nine classes (1183 children, 9–12 years old) in grades 5–8 of twenty-one elementary schools. Results The intervention group showed a higher increase in knowledge (d=0·26, P
Implementation factors as indicators for effect of the Dutch school-based nutrition program ‘Taste Lessons’
Dongen, E.J.I. van; Battjes-Fries, M.C.E. ; Renes, R.J. ; Veer, P. van 't; Haveman-Nies, A. - \ 2013
- p. 74 - 74.
Programma Smaaklessen blijkt effectief
Fries, M.C.E. - \ 2013
Wageningen UR
voeding en gezondheid - smaaklessen - onderwijsprogramma's - basisonderwijs - voedselconsumptie - nutrition and health - tasting lessons - education programmes - elementary education - food consumption
Het lesprogramma Smaaklessen helpt kinderen bij de ontwikkeling van een verantwoord eetpatroon. Dat blijkt uit een studie van Wageningen UR onder ongeveer 1200 leerlingen van groep 5 t/m 8 van de basisschool. Hoe meer smaaklessen kinderen volgen, hoe meer ze er op gaan letten of ze gezond en gevarieerd eten.
Evaluatie van smaaklessen : heeft smaaklessen effect op determinanten van gezond en bewust eetgedrag?
Fries, M.C.E. ; Dongen, E.J.I. van; Haveman-Nies, A. - \ 2013
Wageningen : Wageningen UR, Leerstoelgroep Humane Voeding - 74
smaaklessen - voeding en gezondheid - eetpatronen - onderwijsprogramma's - basisonderwijs - voedingsgedrag - voedselconsumptie - tasting lessons - nutrition and health - eating patterns - education programmes - elementary education - feeding behaviour - food consumption
Smaaklessen is een lesprogramma voor het basisonderwijs dat kinderen op een positieve en speelse manier in aanraking laat komen met smaak, gezonde voeding en voedselkwaliteit. In 2012 is een evaluatieonderzoek gestart met als doel de effectiviteit van blootstelling aan Smaaklessen gedurende één schooljaar te meten op gedragsdeterminanten van kinderen ten aanzien van drie doelgedragingen: (1) het proeven van onbekende producten (smaak), (2) het kiezen van gezonde producten (gezonde voeding) en (3) het bewust kiezen tussen producten (voedselkwaliteit). Het tweede doel was de invloed van implementatiefactoren op de grootte van het effect te onderzoeken.
Evaluatie van smaaklessen
Fries, M.C.E. ; Haveman-Nies, A. ; Renes, R.J. - \ 2012
Wageningen : Wageningen UR
Overweight and School Performance Among Primary School Children: The PIAMA Birth Cohort Study
Veldwijk, J. ; Fries, M.C.E. ; Bemelmans, W.J.E. ; Haveman-Nies, A. ; Smit, H.A. ; Koppelman, G.H. ; Wijga, A.H. - \ 2012
Obesity 20 (2012)3. - ISSN 1930-7381 - p. 590 - 596.
academic-performance - childhood overweight - physical-activity - weight status - body-weight - obesity - adolescents - consequences - health - risk
The aim of this study was to assess the association between overweight and school performance among primary school children prospectively and including a broad range of potential confounding factors. In addition it was investigated what factors mediate this association. For this purpose, data of 2,159 12-year-old children who participated in the Prevention and Incidence of Asthma and Mite Allergy (PIAMA) birth cohort study were used. Two indicators of school performance were parental reported when children were 12 years of age and included (i): the score on a standardized achievement test that Dutch children have to complete at the end of their primary education (Cito)-test and (ii): the teacher's advice regarding a child's potential performance level in secondary education. Children's height and weight were measured by a trained research assistant at the age of 8 and by their parents at the age of 12. Overweight was defined using age and gender specific cut-off points. Multivariate regression analyses were performed to assess the association between overweight and school performance. Besides, both confounder and mediation analyses were conducted. Results showed lower Cito-test scores and lower teacher's school-level advice among overweight children. These associations were no longer significant when adjusting for parental educational level, skipping breakfast, and screen time. This study found no independent association between overweight and school performance among primary school children. Results showed strong confounding by parental educational level
Onderzoek naar de inhoud van lunchtrommels
Fries, M.C.E. ; Velwijk, J. ; Haveman-Nies, A. ; Bemelmans, W. ; Wijga, A. - \ 2011
Voeding Nu 3 (2011). - ISSN 1389-7608 - p. 14 - 16.
voedselconsumptie - lunch - verpakte lunches - kinderen - ouderrol - voedingsgewoonten - voedselvoorkeuren - voeding en gezondheid - food consumption - packed lunches - children - parental role - feeding habits - food preferences - nutrition and health
Veel ouders geven hun kind wat mee naar school. Maar weten ouders eigenlijk wel wat ze de kinderen meegeven? Uit het onderzoek van het Rijksinstituut voor Volksgezondheid en Milieu blijkt onder meer dat veel ouders hun kinderen vooral 'koek' en sap meegeven.
Overweight and school performance among Dutch children in primary school: the PIAMA birth cohord study
Veldwijk, J. ; Fries, M.C.E. ; Haveman-Nies, A. ; Bemelmans, W.J.E. ; Wijga, A.H. - \ 2010
European Journal of Public Health 20 (2010)1. - ISSN 1101-1262 - p. 22 - 22.
Overweight and school performance among Dutch children in primary school: PIAMA birth cohort study
Fries, M.C.E. ; Haveman-Nies, A. ; Bemelmans, W.J.E. ; Wijga, A. - \ 2010
Overweight and school performance among Dutch children in primary school: the PIAMA birth cohort study
Battjes-Fries, Marieke - \ 2010
Overweight and school performance among Dutch children in primary school: the PIAMA birth cohort study
Fries, M.C.E. ; Veldwijk, J. ; Haveman-Nies, A. ; Bemelmans, W.J.E. ; Wijga, A. - \ 2010
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