The application of a social cognition model in explaining fruit intake in Austrian, Norwegian and Spanish schoolchildren using structural equation modelling

Table 3 Number of items, range, N, means (SD) for the constructs in the ASE-model

			Austrian sample			Norwegian sample			Spanish sample
Construct/Scale	No of items	Range	N	Mean	(SD)	N	Mean	(SD)	N	Mean	(SD)
Attitudes
Attitudes	2	-2/2	990	1.40	.81	1128	1.25	.80	1281	1.48	.73
Social influence
Modelling	3	-2/2	981	1.00	.75	1130	.56	.82	1278	.98	.77
Active parental encouragement	2	-2/2	977	.55	1.29	1134	.20	1.28	1269	1.05	1.12
Demand family rule	1	-2/2	956	-.15	1.28	1120	-.65	1.13	1241	.72	1.23
Allow family rule	1	-2/2	959	1.82	.56	1126	1.44	.83	1234	1.36	1.09
Parental facilitation	1	-2/2	974	.24	1.24	1106	-.59	1.03	1261	-.19	1.33
Self-efficacy
If I decide to eat fruit every day, I can do it	1	-2/2	972	1.73	.75	1127	1.63	.84	1273	1.51	.89
Intention
I want to eat fruit every day	1	-2/2	974	1.18	1.05	1128	1.31	.99	1272	1.07	1.10
Fruit intake
Fruit intake	1	0/7	987	4.41	1.70	1129	3.72	1.64	1288	4.08	1.76

Note: All differences in means are statistically significant at a .01 level, except for Attitudes between Austria and Spain; Modelling between Austria and Spain; Allow family rule between Norway and Spain; Self-efficacy between Austria and Norway, and Intention between Austria and Norway and between Austria and Spain.

ISSN: 1479-5868