Abstract
Objective
To explain student biology teachers’ intention to teach sustainable nutrition (SN)
in classes using an extended model of the theory of planned behavior.
Design
Germany-wide online questionnaire study in November/December 2019.
Participants
A total of 621 student biology teachers (mean age, 23.3 years; SD, 3.9 years; 77%
female).
Dependent Variable
Intention to teach SN.
Independent Variables
Theory of planned behavior variables (attitudes toward teaching, subjective norms,
self-efficacy), intention to eat sustainably, attitudes toward SN, knowledge about
SN, prior university education for sustainable development experiences.
Analyses
Descriptive statistics, bivariate Spearman correlations, and a path model are reported.
Results
The extended TPB model provided a moderate-to-high explanation of the intention to
teach SN (R² = 0.50; P < 0.001). Respondents with a higher intention to eat sustainably in their daily lives
reported more positive attitudes toward teaching, higher self-efficacy, and a higher
teaching intention. Prior university education for sustainable development experiences
also predicted the intention to teach. A higher level of knowledge about SN was only
associated with higher self-efficacy.
Conclusions and Implications
Lectures and seminars on SN in biology teacher training may foster student (biology)
teachers’ self-efficacy in teaching SN and ensure that they understand the importance
of their subject-specific commitment, involvement, and attitudes in implementing SN
in schools.
Key Words
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Article info
Publication history
Published online: October 13, 2021
Accepted:
July 30,
2021
Footnotes
Conflict of Interest Disclosure: The authors have not stated any conflicts of interest.
Identification
Copyright
© 2021 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
