Cooking and Gardening Behaviors and Improvements in Dietary Intake in Hispanic/Latino Youth
Open accessAbstract
Background: School gardening interventions typically include cooking and gardening (CG) components; however, few studies have examined associations between CG psychosocial behaviors (attitudes, self-efficacy, and motivation), dietary intake, and obesity parameters. This study assessed the association between changes in CG behaviors with changes in dietary intake and obesity in participants of the LA Sprouts study, an after-school, 12-week, randomized controlled CG intervention conducted in four inner-city elementary schools in Los Angeles. Methods: Process analysis using data from 290 low-income, primarily Hispanic/Latino third through fifth-grade students who were randomized to either the LA Sprouts intervention (n = 160) or control group (n = 130). Height, weight, waist circumference, dietary intake via questionnaire, and CG behaviors were collected at baseline and postintervention. Linear regressions determined whether changes in CG behaviors predicted changes in dietary intake and obesity outcomes. Results: There were no differences in changes in CG psychosocial behaviors between intervention and control groups, therefore groups were combined. Participants were 49% male, 87% Hispanic/Latino, and an average age of nine. Increases in cooking behaviors significantly predicted increases in dietary fiber intake (p = 0.004) and increases in vegetable intake (p = 0.03). Increases in gardening behaviors significantly predicted increased intake of dietary fiber (p = 0.02). Changes in CG behaviors were not associated with changes in BMI z-score or waist circumference. Conclusions: Results from this study suggest that school-based interventions should incorporate CG components, despite their potentially costly and time-intensive nature, as these behaviors may be responsible for improvements in dietary intake of high-risk minority youth.
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Intervention durations varied: nine studies lasted not longer than three months, four lasted 4-6 months, and eight lasted 7-12 months.
“Intervention durations varied, with nine studies lasting not longer than three months [45–50, 53, 57, 62], four studies lasting 4–6 months [43, 55, 56, 58], and eight studies lasting 7–12 months [44, 51, 52, 54, 59, 61, 63, 64].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
The paper describes LA Sprouts as a 12-week intervention (section C; page unavailable), supporting its inclusion among studies lasting no longer than three months. It does not provide the claimed counts of studies in each duration category or establish the durations of the other studies. (LLM, conf=0.86)
Experimental — accuracy not yet measuredBehavioral and decision-oriented components were common in included interventions and included food choice, planning, goal-setting, portion awareness, self-efficacy, intention formation, and family or peer reinforcement.
“Behavioral and decision-oriented components were likewise common and included food choice, planning, goal-setting, portion awareness, self-efficacy, intention formation, and family or peer reinforcement [43, 44, 46, 47, 50, 52–56, 61–63].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
The Description of the LA Sprouts Intervention describes cooking, nutrition lessons, and planning and planting a garden; the Discussion examines cooking and gardening self-efficacy and motivation. These passages support some behavioral and decision-oriented components, but do not establish goal-setting, portion awareness, intention formation, or family or peer reinforcement as components of this intervention. Page numbers are unavailable in our copy. (LLM, conf=0.86)
Experimental — accuracy not yet measuredNutrition education covering definitions, food groups, and nutrient functions was included in 20 intervention programs.
“Nutrition education—covering definitions, food groups, and nutrient functions—was included in 20 intervention programs [43–59, 62–64].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
The Description of the LA Sprouts Intervention (page not provided) says this program included a nutrition curriculum covering dietary fiber and the benefits of fruits and vegetables. It does not establish that the curriculum covered definitions or food groups, or that 20 programs included such education; the count belongs to the citing sentence’s group of references, not this paper alone. (LLM, conf=0.84)
Experimental — accuracy not yet measuredChildren in included cooking interventions prepared simple dishes rich in fruits, vegetables, and whole grains, often eating together afterwards.
“Children prepared simple dishes rich in fruits, vegetables, and whole grains, often eating together afterwards [45, 48, 50].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
The Description of the LA Sprouts Intervention (page unavailable) says students prepared recipes featuring fruit and/or vegetables in small groups and then ate the dishes together. It does not say the dishes were simple or contained whole grains, and it describes one intervention rather than cooking interventions generally. (LLM, conf=0.88)
Experimental — accuracy not yet measuredGardening and farm visits extended experiential activities in included interventions, engaging pupils in planting, growing, harvesting, and composting, while linking these activities back to cooking and shared meals.
“Gardening and farm visits further extended these experiences, engaging pupils in planting, growing, harvesting, and composting, while linking these activities back to cooking and shared meals [47, 50].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
The Description of the LA Sprouts Intervention (page not provided) describes pupils planting, growing, and harvesting produce, learning about composting, preparing recipes, and eating the dishes together. It places these activities in school gardens, not on farm visits; our copy does not support that part of the claim. (LLM, conf=0.88)
Experimental — accuracy not yet measured
Gardening and composting activities in included interventions give pupils direct experience of planning, planting, growing, and harvesting, and encourage reflection on soil health and waste reduction.
“Gardening and composting activities give pupils direct experience of planning, planting, growing, and harvesting, and encourage reflection on soil health and waste reduction [50].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
The Description of the LA Sprouts Intervention reports that children participated in planting, growing, and harvesting, and learned about garden planning and composting. It does not say that these activities encouraged reflection on soil health or waste reduction. (LLM, conf=0.87)
Experimental — accuracy not yet measuredPractical skill practice (gardening, cooking, label reading, game-based challenges) appeared in 13 studies.
“Practical skill practice (gardening, cooking, label reading, game-based challenges) appeared in 13 studies [43, 45, 47–50, 52, 53, 55, 58, 61, 63, 64].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
A substantial proportion of included interventions incorporated experiential and skill-based learning, particularly cooking, food preparation, tasting, and sensory activities.
“A substantial proportion of interventions incorporated experiential and skill-based learning, particularly cooking, food preparation, tasting, and sensory activities [45–48, 50, 52, 56, 59–61, 63].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
Weekly sessions were the most common schedule in included interventions (12 studies).
“Weekly sessions were the most common schedule (12 studies [43–46, 48, 50, 53, 55, 56, 59, 62, 63]).”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
Meta-regression with a binary country variable (USA vs. other) yielded β ≈ −0.08 (95% CI: −0.47 to 0.31; p ≈ 0.56), indicating that the effects on nutritional behavior did not differ in any straightforward way between US and non-US trials.
“Meta-regression with a binary country variable (USA [50, 52, 56] vs. other [46, 61]) yielded β ≈ −0.08 (95% CI: −0.47 to 0.31; p ≈ 0.56), indicating that the effects on nutritional behavior did not differ in any straightforward way between US and non-US trials.”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
Food and nutrition literacy, general nutrition knowledge, and obesity-related knowledge generally improved following intervention, although the magnitude and consistency of effects varied across studies.
“Including food and nutrition literacy, general nutrition knowledge, and obesity-related knowledge, generally improved following intervention, although the magnitude and consistency of effects varied across studies [43–55].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
The Measures and Results sections assess cooking and gardening attitudes, self-efficacy, motivation, dietary intake, and obesity measures, but do not report changes in food or nutrition literacy, general nutrition knowledge, or obesity-related knowledge. Searches for nutrition knowledge and knowledge scores found no such outcome in this paper. The claim about effects varying across studies is also not addressed by this single-study report. (LLM, conf=0.75)
Experimental — accuracy not yet measuredNo change was found in knowledge regarding the importance of fruit and vegetable consumption for disease prevention.
“No change was found in knowledge regarding the importance of fruit and vegetable consumption for disease prevention [50].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
The Measures section describes assessing dietary intake, cooking and gardening attitudes, self-efficacy, and motivation; it does not describe measuring knowledge of how fruit and vegetable consumption affects disease prevention. The Discussion reports no significant intervention effect on cooking and gardening behaviors, but no passage found reports whether that specific knowledge changed (searched for knowledge, disease prevention, and no change). (LLM, conf=0.75)
Experimental — accuracy not yet measuredIn 18 of the 21 included studies, the stated primary outcome was improved knowledge of nutrition or obesity prevention.
“In 18 of the 21 studies [43–59, 61–64], the stated primary outcome was improved knowledge of nutrition or obesity prevention, highlighting the field’s didactic focus.”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [50]
The Abstract and Measures describe an analysis of participants in the LA Sprouts intervention, not a set of 21 included studies. Searches for the 18-of-21 count and for primary outcomes concerning nutrition knowledge or obesity prevention found no passage reporting that breakdown. (LLM, conf=0.76)
Experimental — accuracy not yet measured
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- Authors
- Landry, M. J., Markowitz, A. K., Asigbee, F. M., Gatto, N. M., Spruijt-Metz, D., & Davis, J. N.
- Affiliations
- The University of Texas at Austin (US)
- Claremont Graduate University (US)
- Center for Economic and Social Research, University of Southern California, Los Angeles, CA.
- Corresponding author
- Davis, Jaimie N.
- Venue
- Childhood Obesity
- Publisher
- SAGE Publications
- Published
- 2019-06
- Volume
- 15
- Issue
- 4
- Pages
- 262-270
- ISSN
- 2153-2168 (ISSN-L)
- 2153-2176
- PMC
- PMC6622558
- OpenAlex
- W2938051965
- Semantic Scholar
- 55a725ab6a070afcc96ddf8d8fbd60cd2f684a4d
- Cited by
- 35
- References
- 51
- Citations by year
- 2026: 4 · 2025: 6 · 2024: 2 · 2023: 5 · 2022: 8 · 2021: 5 · 2020: 4 · 2019: 1
- FWCI
- 4.14
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Childhood Obesity (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- Funders
- National Institutes of Health
- National Institute of Diabetes and Digestive and Kidney Diseases (R21DK094066)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Obesity, Physical Activity, Diet
- Life Sciences › Agricultural and Biological Sciences › General Agricultural and Biological Sciences › Diverse Educational Innovations Studies
- Health Sciences › Nursing › Nutrition and Dietetics › Nutrition, Health and Food Behavior
- Keywords
- school-based intervention, dietary intake, Hispanic/Latino youth, dietary fiber, vegetable consumption, psychosocial behavior, self-efficacy, motivation, attitudes, after-school programs, low-income children
- MeSH terms
- Child, Cooking, Diet, Female, Health Promotion, Hispanic or Latino, Humans, Male, Motivation, Surveys and Questionnaires, Schools, Los Angeles, Health Behavior, Self Efficacy, Gardening, Pediatric Obesity
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