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目的了解四城市放学后学龄儿童零食行为现状,为指导儿童合理消费零食提供依据。方法采用整群抽样方法,从北京、上海、成都和宜昌各抽取2所小学的全体学生共4 218名,对其放学后的零食行为进行问卷调查。结果学龄儿童放学后吃零食率男孩为93.6%,女孩为95.6%,女孩明显高于男孩(χ2=8.647,P=0.003)。独生子女与非独生子女放学后吃零食率的差别有统计学意义(χ2=575.190,P=0.000)。随着家庭月收入的增加,儿童吃零食率有上升趋势,月收入超过15 000元家庭儿童的吃零食率高于家庭月收入为8 001~15 000元者(χ2=74.703,P=0.000)。最常吃的零食为薯类及膨化食品(83.3%),豆类及其制品(83.0%),蔬菜水果(78.4%),肉类、海产品和蛋类(76.2%)。选择零食的依据主要包括口味(38.2%)、外包装(29.7%)、食品安全(28.1%)与营养(23.6%)。不同性别、年龄段学龄儿童放学后零食消费时间有差别。零食来源主要是家人准备(81.4%)和自己购买(16.1%)。结论放学后学龄儿童的零食行为仍存在一定问题,有待引导和改善。
Objective To understand the current situation of school-age children’s snack behavior after school in four cities, and to provide basis for guiding children to consume snacks rationally. Methods A total of 4 218 students from 2 elementary schools were selected from Beijing, Shanghai, Chengdu and Yichang by cluster sampling method. Questionnaires were conducted on the behavior of their snacks after school. Results The percentage of school-age children eating snacks after school was 93.6% for boys, 95.6% for girls, and significantly higher for girls than for boys (χ2 = 8.647, P = 0.003). There was a significant difference in the rate of snacking between only children and non-only children after school (χ2 = 575.190, P = 0.000). With the increase of monthly family income, the rate of children eating snacks has an upward trend. The rate of eating snacks among children with monthly income over 15 000 yuan is higher than that of family with monthly income of 8 001 ~ 15 000 (χ 2 = 74.703, P = 0.000) . The most popular snacks are yam and puffed food (83.3%), pulses and their products (83.0%), fruits and vegetables (78.4%), meat, seafood and eggs (76.2%). The basis of choice of snacks mainly includes taste (38.2%), packaging (29.7%), food safety (28.1%) and nutrition (23.6%). Different gender, age group of school-age children after-school snacks consumption time difference. The main sources of snacks were family preparation (81.4%) and own purchase (16.1%). Conclusion There are still some problems in school-age children’s snack behaviors after school, which needs to be guided and improved.