Associations between Whole-Grain Intake, Psychosocial Variables, and Home Availability among Elementary School Children

Renee A. Rosen, Teri L. Burgess-Champoux, Len Marquart, Marla M. Reicks

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


Objective: Develop, refine, and test psychosocial scales for associations with whole-grain intake. Methods: A cross-sectional survey was conducted in a Minneapolis/St. Paul suburban elementary school with children in fourth through sixth grades (n = 98) and their parents (n = 76). Variables of interest were child whole-grain intake, self-efficacy, outcome expectations, preferences, knowledge regarding whole-grain food, and whole-grain availability at home. Correlation analysis and one-way analysis of variance were used to analyze data. Results: Internal consistency and test-retest correlation coefficients for child psychosocial scales were modest or acceptable (α = .55-.70). Parents reported a mean of 15 ± 7 whole-grain products available at home. Child mean daily intake of total grain was about 8 servings, and intake of products containing whole grain was slightly over 2 servings. Reported home availability and refined-grain intake were significantly related to whole-grain intake, whereas psychosocial variables were not. Conclusions and Implications: Home availability may be a more important variable associated with whole-grain intake than psychosocial variables.

Original languageEnglish (US)
Pages (from-to)628-633
Number of pages6
JournalJournal of Nutrition Education and Behavior
Issue number6
StatePublished - Nov 2012

Bibliographical note

Funding Information:
This pilot study was supported by a grant from the National Institute of Health . The authors wish to thank the children and parents who participated in this study, as well as the teachers and administrative staff at the Gatewood Elementary School in Hopkins, Minnesota.


Dive into the research topics of 'Associations between Whole-Grain Intake, Psychosocial Variables, and Home Availability among Elementary School Children'. Together they form a unique fingerprint.

Cite this