Keung Mei Wan. / Thesis submitted in: October 2003. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 108-117). / Abstract and questionnaire in English and Chinese. / Acknowledgments --- p.i / Abstract --- p.ii / Table of Contents --- p.iii / List of Tables --- p.ix / List of Figures --- p.xiii / Chapter Chapter one: --- Introduction and reviews of literature --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Nutrition and Health --- p.3 / Chapter 1.3 --- Eating behaviours of Hong Kong adolescents --- p.4 / Chapter 1.4 --- School-based Nutrition Education --- p.5 / Chapter 1.5 --- Nutrition education in Hong Kong --- p.6 / Chapter 1.6 --- Health behaviour theories/ models --- p.9 / Chapter 1.7 --- Lessons learned from other interventions --- p.11 / Chapter 1.8 --- Brainstorming the idea of a school-based model to promote healthy eating in secondary school --- p.16 / Chapter 1.9 --- Objectives and hypothesis of the study --- p.17 / Chapter Chapter two: --- Methodology --- p.18 / Chapter 2.1 --- Study design --- p.18 / Chapter 2.1.1 --- Target participants --- p.18 / Chapter 2.1.2 --- Sample selection and recruitment --- p.19 / Chapter 2.1.3 --- Matched control --- p.20 / Chapter 2.2 --- Study Framework and variables --- p.20 / Chapter 2.2.1 --- Independent variable --- p.20 / Chapter 2.2.2 --- Demographic variables --- p.20 / Chapter 2.2.3 --- Dependent variables --- p.21 / Chapter 2.3 --- "Intervention 226}0ؤ""Health Concerning Club"" programme" --- p.22 / Chapter 2.3.1 --- Design --- p.22 / Chapter 2.3.2 --- Implementation --- p.23 / Chapter 2.3.3 --- Other characteristics of the intervention --- p.26 / Chapter 2.3.4 --- Management of the Control Group --- p.28 / Chapter 2.4 --- Impact evaluation --- p.29 / Chapter 2.4.1 --- Development of the questionnaire item pool --- p.29 / Chapter 2.4.2 --- Pilot testing of the preliminary questionnaire --- p.30 / Chapter 2.4.2.1 --- Item difficulty of the knowledge section --- p.31 / Chapter 2.4.2.2 --- Item discrimination of the knowledge and attitude section --- p.31 / Chapter 2.4.2.3 --- Internal consistency --- p.32 / Chapter 2.4.2.4 --- Face validity --- p.32 / Chapter 2.4.3 --- Evaluation of reliability of the final questionnaire --- p.32 / Chapter 2.4.3.1 --- Subjects and methods --- p.32 / Chapter 2.4.3.2 --- Demographic result --- p.34 / Chapter 2.4.3.3 --- Internal reliability --- p.34 / Chapter 2.4.3.4 --- Test-retest reliability --- p.34 / Chapter 2.4.4 --- Data Analysis --- p.36 / Chapter 2.5 --- Process Evaluation --- p.37 / Chapter 2.6 --- Survey Ethics Approval --- p.39 / Chapter Chapter three: --- Results --- p.40 / Chapter 3.1 --- Demographic data of the participants --- p.40 / Chapter 3.2 --- Baseline status and group comparisons --- p.43 / Chapter 3.2.1 --- Nutrition Knowledge at baseline --- p.43 / Chapter 3.2.2 --- Attitude score and group at baseline --- p.44 / Chapter 3.2.3 --- Dietary behaviours at baseline --- p.46 / Chapter 3.3 --- Changes from baseline to follow-up --- p.47 / Chapter 3.3.1 --- Nutrition knowledge changes --- p.47 / Chapter 3.3.2 --- Overall attitude changes towards healthy eating --- p.48 / Chapter 3.3.3 --- Sub-attitude changes --- p.49 / Chapter 3.3.4 --- Dietary behavioural changes --- p.52 / Chapter 3.3.4.1 --- "Having breakfast, buying food from street food vendor and fast-food shop" --- p.52 / Chapter 3.3.4.2 --- Snacking habits --- p.52 / Chapter 3.3.4.3 --- Consumption of fruits and vegetables --- p.53 / Chapter 3.3.4.4 --- """Healthy"" beverage choices" --- p.54 / Chapter 3.3.4.5 --- Carbohydrate-rich food's consumption --- p.55 / Chapter 3.3.4.6 --- Meat and protein consumption --- p.56 / Chapter 3.4 --- Follow-up status and group comparisons --- p.57 / Chapter 3.4.1 --- Nutrition Knowledge at follow-up --- p.57 / Chapter 3.4.2 --- Attitude score between groups at follow-up --- p.59 / Chapter 3.4.3 --- Dietary behaviours at follow-up --- p.63 / Chapter 3.5 --- Results of Process Evaluation --- p.69 / Chapter 3.5.1 --- Design Level: What actually occurred at the design level of the intervention? --- p.69 / Chapter 3.5.2 --- Design Level: What was the opinion of the members about the intervention? --- p.70 / Chapter 3.5.3 --- "Output level: Which health activities were organised, how often, how many people participated?" --- p.71 / Chapter 3.5.4 --- "Output level: What was the level of satisfaction of the members with the activities, and what were the effects of the activities?" --- p.73 / Chapter 3.5.5 --- Output level: What else happened after the intervention? --- p.75 / Chapter Chapter four: --- Discussion --- p.77 / Chapter 4.1 --- Interpretation of results --- p.77 / Chapter 4.1.1 --- Nutrition knowledge --- p.77 / Chapter 4.1.2 --- Attitude towards healthy eating --- p.79 / Chapter 4.1.3 --- Dietary behaviours --- p.83 / Chapter 4.2 --- Review on the process and management of the Health Concerning Club --- p.89 / Chapter 4.2.1 --- Content design --- p.89 / Chapter 4.2.2 --- Appropriate venue and facilities utilisation --- p.91 / Chapter 4.2.3 --- Proper instruction and leading --- p.91 / Chapter 4.2.4 --- Utilising students' talents --- p.91 / Chapter 4.2.5 --- Attendance and interest of participation --- p.92 / Chapter 4.2.6 --- Source of expense --- p.93 / Chapter 4.2.7 --- Harmonious relationship of members --- p.93 / Chapter 4.2.8 --- Sense of belonging to the club --- p.94 / Chapter 4.2.9 --- Rules and activity records keeping --- p.95 / Chapter 4.3 --- Further implication of the study: from the Health Concerning Club to a whole-school approach --- p.96 / Chapter 4.4 --- Limitations of the study --- p.99 / Chapter 4.4.1 --- Volunteer bias --- p.99 / Chapter 4.4.2 --- Unable to match same case --- p.100 / Chapter 4.4.3 --- Dietary assessment tool --- p.101 / Chapter 4.4.4 --- Attitude and Knowledge sections of the questionnaire --- p.102 / Chapter 4.5 --- Further research --- p.103 / Chapter Chapter five: --- Conclusions --- p.105 / References --- p.108 / Appendix A: Preliminary report on the survey on Promotion of Healthy Eating in Hong Kong --- p.118 / Appendix B: Workshop plan --- p.120 / "Appendix C: Sample of newsletter ""Town of Health"" (black and white in A4size)" --- p.133 / Appendix D: The Questionnaire used in the study at baseline and follow-up --- p.137 / Appendix E: Translation of the questionnaire used in the study at baseline and follow-up --- p.145 / Appendix F: Results of pilot test 1 and 2 of the questionnaire --- p.153 / Appendix G: Letter of survey ethics approval --- p.157 / Appendix H: Qualitative progress report sample --- p.158 / Appendix J: Knowledge and Attitude scores and Dietary behaviours of Intervention Group and Control Group at baseline --- p.160

by Wu Yee Man. / Questionnaires in Chinese and English. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 135-141). / Acknowledgments --- p.i / Abstract --- p.ii / Table of contents --- p.iv / List of figures --- p.viii / List of tables --- p.ix / List of abbreviations --- p.xiii / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Background and strategy development --- p.3 / Chapter 2.1 --- Conceptual framework of food consumption behaviour --- p.3 / Chapter 2.2 --- What we know about the diet and health of Hong Kong adolescents --- p.5 / Chapter 2.3 --- Community care and nutrition education in Hong Kong --- p.13 / Chapter 2.4 --- Lessons from nutrition education research and programmes in other nations --- p.18 / Chapter 2.5 --- Conclusion --- p.22 / Chapter Chapter Three --- Methodology --- p.23 / Chapter 3.1 --- Subject selection --- p.23 / Chapter 3.2 --- Theoretical approach and study design --- p.23 / Chapter 3.3 --- Baseline survey --- p.26 / Chapter 3.3.1 --- Focus groups --- p.26 / Chapter 3.3.2 --- Survey instrument --- p.28 / Chapter 3.3.3 --- J Survey implementation: school selection and data collection --- p.29 / Chapter 3.4 --- Intervention programme --- p.31 / Chapter 3.4.1 --- Intervention design --- p.31 / Chapter 3.4.2 --- Intervention activities and their characteristics --- p.33 / Chapter 3.4.2.1 --- Activities and schedule --- p.33 / Chapter 3.4.2.2 --- Key characteristics --- p.34 / Chapter 3.5 --- Evaluation survey --- p.36 / Chapter 3.6 --- Data management and analysis methods --- p.37 / Chapter 3.6.1 --- Focus groups --- p.37 / Chapter 3.6.2 --- Baseline survey --- p.37 / Chapter 3.6.3 --- Intervention programme process evaluation --- p.38 / Chapter 3.6.4 --- Evaluation surveys --- p.38 / Chapter Chapter Four --- Results --- p.40 / Chapter 4.1 --- Focus groups --- p.40 / Chapter 4.1.1 --- General results --- p.40 / Chapter 4.1.2 --- Eating and drinking patterns --- p.42 / Chapter 4.1.3 --- Food knowledge and health awareness --- p.45 / Chapter 4.1.4 --- Food and nutrition promotion in school --- p.48 / Chapter 4.1.5 --- Miscellaneous results --- p.50 / Chapter 4.2 --- Baseline survey --- p.51 / Chapter 4.2.1 --- General subject description --- p.51 / Chapter 4.2.2 --- Eating and drinking patterns --- p.51 / Chapter 4.2.3 --- Food and nutrition knowledge --- p.58 / Chapter 4.2.4 --- Healthy weight maintenance --- p.63 / Chapter 4.2.5 --- Food and nutrition education --- p.67 / Chapter 4.2.6 --- Implications --- p.70 / Chapter 4.2.7 --- Brief summary --- p.70 / Chapter 4.3 --- Intervention programme process evaluation --- p.73 / Chapter 4.4 --- Student outcome evaluation --- p.76 / Chapter 4.4.1 --- General subject description --- p.76 / Chapter 4.4.2 --- Changes in eating and other health-related habits --- p.77 / Chapter 4.4.2.1 --- Breakfast habits --- p.77 / Chapter 4.4.2.2 --- Lunch habits --- p.81 / Chapter 4.4.2.3 --- Dinner habits --- p.87 / Chapter 4.4.2.4 --- Snack habits --- p.87 / Chapter 4.4.2.5 --- Other health-related habits --- p.90 / Chapter 4.4.3 --- Changes in food and nutrition knowledge --- p.93 / Chapter 4.4.4 --- Changes in food and nutrition attitude --- p.97 / Chapter 4.4.5 --- Education group student evaluation of the intervention programme --- p.102 / Chapter 4.4.6 --- Brief summary of student evaluation survey --- p.105 / Chapter 4.5 --- Intervention programme evaluation by the school principals and teachers --- p.110 / Chapter Chapter Five --- Discussion --- p.114 / Chapter Chapter Six --- Conclusions --- p.132 / References --- p.135 / Appendices / Chapter A --- Focus group discussion question guides --- p.A1 / Chapter B --- Baseline questionnaire --- p.A7 / Chapter C --- Weekly programme evaluation forms / School 1 --- p.A33 / School 2 --- p.A43 / Chapter D --- Intervention activity schedules / School 1 --- p.A53 / School 2 --- p.A63 / Chapter E --- Materials for intervention programme activities / Chapter (1) --- Body weight measurement & evaluation --- p.A73 / Chapter (2) --- Demonstration of BMI calculation --- p.A79 / Chapter (3) --- 'Fitness & health' self assessment test --- p.A85 / Chapter (4) --- 'Healthy eating' self assessment test --- p.A89 / Chapter (5) --- Tongue Twister --- p.A93 / Chapter (6) --- "Cross-word puzzles (junior, intermediate & senior levels)" --- p.A94 / Chapter (7) --- Story telling quiz --- p.A97 / Chapter (8) --- Lunch time games --- p.A99 / Chapter (9) --- Healthy foods in the school tuck shop --- p.A100 / Chapter (10) --- Short drama --- p.A101 / Chapter (11) --- Dr. Fit mailbox --- p.A102 / Chapter (12) --- Talk by a dietitian --- p.A112 / Chapter (13) --- "Inter-class nutrition quiz (junior, intermediate & senior levels)" --- p.A113 / Chapter (14) --- Inter-class bulletin board design contest --- p.A134 / Chapter (15) --- Leaflets --- p.A138 / Chapter (16) --- Pamphlet --- p.A141 / Chapter (17) --- Bulletin board exhibition --- p.A144 / Chapter (18) --- Magnet --- p.A145 / Chapter F --- Evaluation questionnaire (additional section) for students --- p.A146 / Chapter G --- Evaluation questionnaire for school principals and teachers / School 1 --- p.A151 / School 2 --- p.A155 / Chapter H --- Baseline survey result data from students --- p.A159 / Chapter I --- Evaluation survey result data from students --- p.A190 / Chapter J --- Evaluation survey result data from school principals and teachers --- p.A251