A Study of the Relationship of Green Dietary Education, Self-esteem and Happiness of Middle School Home Economics Students

가정교과의 녹색식생활 교육과 중학생의 자아존중감 및 행복감과의 관계 연구

  • Kim, Eunsil (Daeseo Middle School) ;
  • Cho, Hyunju (Dept. of Home Economics Education, Kyungpook National University) ;
  • Kim, Yunhwa (Dept. of Family Welfare, Daegu University)
  • Received : 2015.08.15
  • Accepted : 2015.09.26
  • Published : 2015.09.30


Green dietary education emphasized environmental protection and humanity being conducted in middle schools. To develop effective green dietary education program for adolescents, the factors that affected their green dietary practices has been identified. This study aims to identify psychological factors that drive green dietary practices and effect of dietary education that targets middle school students. Data was collected twice from 242 middle school students in Daegu using a self-administered questionnaire in March and June, 2014. There were significant differences in school achievement, economic level and allowance a month (p<0.05) in the green dietary practices and efficacy of students. Three areas (environment, health and traditional, and appreciation & consideration) which were subgroups of green dietary practices were associated with factors such as family relations, peer relationships, self-competence of self-esteem (p<0.05), and positive and negative feelings of happiness (p<0.001). Green dietary practices efficacy was significantly affected by family relations, peer relationships, self-competence of self-esteem (p<0.05), and positive feeling, negative feeling, and negative relationships of happiness (p<0.001). After green dietary education, interests in green dietary, green dietary practices score, the score of health and environment factors of green dietary practices efficacy significantly higher than before education (p<0.05), but all the factors of self-esteem and happiness did not have any significant changes. This study suggests that green dietary education programs for middle school students could account for psychological factors such as self-esteem, happiness according to gender, school records, economic level and allowance a month to be effective.


Supported by : 한국연구재단