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Article
Publication date: 11 June 2024

Sian Calvert, Robert Dempsey and Rachel Povey

The Social Norms Approach (SNA) is a health behaviour intervention which promotes positive behaviour change by challenging and reducing misperceived social norms of peer…

76

Abstract

Purpose

The Social Norms Approach (SNA) is a health behaviour intervention which promotes positive behaviour change by challenging and reducing misperceived social norms of peer behaviours and attitudes. This study reports a novel qualitative evaluation of an in-school SNA intervention which aimed to reduce 11-to-12-year-old students’ unhealthy snacking behaviours by reducing misperceived peer norms.

Design/methodology/approach

A qualitative evaluation of seven teachers’ and eighteen students’ experiences of taking part in the SNA intervention based on focus group discussions and an open-ended survey.

Findings

An inductive reflexive thematic analysis indicated that the SNA intervention was an effective and engaging means of delivering normative feedback to younger adolescents. The use of a paper-and-pens creative poster-making activity, where students were tasked with designing the intervention materials featuring normative feedback based on their baseline data, encouraged students to discuss and reflect on the discrepancies between their perceived norms and the actual reported unhealthy snacking norms. Challenges were identified with ensuring intervention fidelity and in students’ understanding of how to record survey responses using Likert scales.

Originality/value

This study demonstrates the usefulness of exploring post-intervention perceptions of SNA interventions, particularly from the perspective of the intended recipients. The study also provides useful information for those intending to develop in-school SNA interventions in the future, particularly the importance of involving participants in the designing of intervention materials as a means of promoting engagement with an SNA-based dietary behaviour intervention.

Details

British Food Journal, vol. 126 no. 7
Type: Research Article
ISSN: 0007-070X

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Article
Publication date: 17 March 2020

Sian Calvert, Robert C. Dempsey and Rachel Povey

Childhood obesity is a major global health concern. Understanding children's and adolescent’s eating behaviours and promoting healthier behaviours is key for reducing the negative…

1552

Abstract

Purpose

Childhood obesity is a major global health concern. Understanding children's and adolescent’s eating behaviours and promoting healthier behaviours is key for reducing the negative health outcomes associated with obesity. The current study explored the perceptions of healthy eating behaviours and the influences on eating behaviours amongst 11-to-13-year-old secondary school students.

Design/methodology/approach

Nine semi-structured same-sex focus group discussions were conducted in schools located in deprived areas of England, with the discussions subjected to a thematic framework analysis.

Findings

Three main constructs were identified in the analysis as follows: (1) eating patterns and lifestyle, (2) social influences and (3) environmental influences. Participants understood what healthy eating behaviours are and the benefits of eating healthy; yet, they reported irregular mealtimes and consuming unhealthy snacks. Students reported that their parents and fellow student peers were strong influences on their own eating behaviours, with girls subjected to being teased by male students for attempting to eat healthily. Finally, students perceived that unhealthy foods were cheaper, tasted better and were readily available in their social environments compared to healthier options, making healthier behaviours less likely to occur.

Originality/value

Findings indicate that students had a good understanding of healthy eating behaviours but did not always practise them and are seemingly influenced by their social and environmental context. The promotion of healthier eating in this age group needs to challenge the misperceptions associated with the accessibility and social acceptability of unhealthy food items.

Details

British Food Journal, vol. 122 no. 4
Type: Research Article
ISSN: 0007-070X

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Article
Publication date: 1 August 2002

Laura Núñez‐Letamendia

Outlines the development of genetic algorithms (GA), explains how they generate solutions to problems and applies four GA models incorporating different factors (e.g. risk…

520

Abstract

Outlines the development of genetic algorithms (GA), explains how they generate solutions to problems and applies four GA models incorporating different factors (e.g. risk, transaction costs etc.) to financial investment strategies. Uses 1987‐1996 share price data from the Madrid Stock Exchange (Spain) and a buy‐and‐hold strategy in the IBEX‐35 index as a benchmark. Shows that all four GA models generat superior daily returns of long positions with lower risk; and discusses the variations between them in detail.

Details

Managerial Finance, vol. 28 no. 8
Type: Research Article
ISSN: 0307-4358

Keywords

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Article
Publication date: 28 October 2014

Brett Dixon

246

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Abstract

Details

Stories and Lessons from the World's Leading Opera, Orchestra Librarians, and Music Archivists, Volume 1: North and South America
Type: Book
ISBN: 978-1-80117-653-8

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Article
Publication date: 1 May 1998

Lorcan Dempsey and Rachel Heery

This paper describes emerging metadata practice and standards. It gives an overview of the environments in which metadata is used, before focusing on metadata for information…

2604

Abstract

This paper describes emerging metadata practice and standards. It gives an overview of the environments in which metadata is used, before focusing on metadata for information resources. It outlines an approximate typology of approaches and explores different strands of metadata activity. It discusses trends in format development, metadata management, and use of search and retrieve protocols. It concludes by discussing some features of future deployment of metadata in support of network resource discovery.

Details

Journal of Documentation, vol. 54 no. 2
Type: Research Article
ISSN: 0022-0418

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Article
Publication date: 1 February 1974

Frances Neel Cheney

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…

411

Abstract

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Details

Reference Services Review, vol. 2 no. 2
Type: Research Article
ISSN: 0090-7324

Available. Content available
Book part
Publication date: 14 October 2022

Petra Nordqvist and Leah Gilman

Free Access. Free Access

Abstract

Details

Donors
Type: Book
ISBN: 978-1-80043-564-3

Available. Open Access. Open Access
Article
Publication date: 15 July 2018

Kristen A. Gilbert, Robert H. Voelkel and Christie W. Johnson

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in…

121

Abstract

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Details

Journal of Leadership Education, vol. 17 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2018

Kristen A. Gilbert, Robert H. Voelkel and Christie W. Johnson

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in…

208

Abstract

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Details

Journal of Leadership Education, vol. 17 no. 4
Type: Research Article
ISSN: 1552-9045

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