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Adolescents' sources for food safety knowledge and trust
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
Free Univ Berlin, Dept Hlth Psychol, Berlin, Germany. (Health Psychology)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
2018 (English)In: British Food Journal, ISSN 0007-070X, E-ISSN 1758-4108, Vol. 120, no 3, p. 549-562Article in journal (Refereed) Published
Abstract [en]

Purpose The purpose of this paper is to investigate where students in a Swedish compulsory school acquire their knowledge of food safety and how trustworthy they deem them to be. Design/methodology/approach A survey of students' self-reported sources of and trust in food safety knowledge was performed. A student response system was used for data collection, and the students were asked to answer questions presented on a PowerPoint presentation using a small wireless handheld device: a clicker. A questionnaire with 24 questions was used, and the responses were collected at 18 different schools with a total of 529 participants attending school Year 9. Findings Mothers were reported as being the most important source of food safety knowledge (38 per cent), especially among girls, and were also given high credibility (36 per cent). Boys reported trusting home and consumer studies (HCS), fathers and media to a higher extent. Girls reported cooking at home more often but, for all students, it was more common to rarely or never cook at home, which is why HCS teaching can be seen as valuable for many students. HCS teaching needs to be improved in order to raise its credibility. About half of the students (51 per cent) reported to have the highest trust for their source of knowledge. Research limitations/implications The students could only choose one source of knowledge and trust, although it is usual to learn from many different sources. Practical implications HCS teaching needs to get higher credibility among students as a counterweight against other sources. Social implications Educated consumers could influence their health. Originality/value Limited research has been performed on food safety knowledge among adolescents.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2018. Vol. 120, no 3, p. 549-562
Keywords [en]
Adolescents, Food safety, Trust, Knowledge, Home and consumer studies
National Category
Food Science Learning
Identifiers
URN: urn:nbn:se:uu:diva-317267DOI: 10.1108/BFJ-03-2017-0159ISI: 000427495600003OAI: oai:DiVA.org:uu-317267DiVA, id: diva2:1080908
Available from: 2017-03-12 Created: 2017-03-12 Last updated: 2019-06-27Bibliographically approved
In thesis
1. Food Safety Learning in Home and Consumer Studies: Teachers' and Students' Perspectives
Open this publication in new window or tab >>Food Safety Learning in Home and Consumer Studies: Teachers' and Students' Perspectives
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis was to explore food safety as part of Home and consumer studies (HCS) education in Swedish compulsory school.

Firstly, a nationwide web-based questionnaire was performed among HCS teachers to obtain an overall picture of their knowledge, behaviour and attitudes regarding food safety.  The second study was a questionnaire among school Year 9 students, where the data were collected using a student response system. The questions were related to the students’ food safety knowledge and behaviour, as well as cooking habits and sources of food safety knowledge and trust. Finally, qualitative interviews were performed among HCS teachers regarding their didactic choices of teaching content.

The results indicated a routine behaviour connected to cleaning practices and teaching regarding different perishable food to differ between teachers. The students’ food safety knowledge and behaviour were reported to be inadequate, especially among boys, and that students might leave school without having learnt even basic food safety principles. Mothers and thereby the home were reported to be an important as well as a trusted source of food safety knowledge, especially among the girls. Boys reported HCS to also be an important as well as trusted source, especially students that rarely or never reported to cook at home. For those students HCS must be seen as particularly valuable. To increase the students’ learning, the teaching needs to be related to the students’ everyday practices and to be more reflective in order for it to be practiced outside the HCS classroom. The teachers’ didactic choices could imply consequences for the students’ food safety learning and a need for more education and updated information for the teachers was noticed.

In summary, the results indicate that risk areas related to all the Four Cs in Food safety (Cooking, Cleaning, Chilling and avoidance of Cross-contamination) need to be highlighted in HCS teaching and for food safety to become a conscious didactic choice for the teachers.  As teaching regarding food safety in HCS seem to differ it needs to be highlighted in HCS policy documents to ensure equivalent food safety learning for all students in compulsory school.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2017. p. 81
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 139
Keywords
Learning, Food safety, Education, Didactic, Risk, Food hygiene, Trust, Students', Teachers', Compulsory school
National Category
Social Sciences
Research subject
Food, Nutrition and Dietetics
Identifiers
urn:nbn:se:uu:diva-317337 (URN)978-91-554-9849-8 (ISBN)
Public defence
2017-05-05, A1:111a, BMC, Husargatan 3, Uppsala, 13:15 (English)
Opponent
Supervisors
Available from: 2017-04-13 Created: 2017-03-13 Last updated: 2017-04-21

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Lange, MarieGöranzon, HelenMarklinder, Ingela

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