Attitudes And Attitudes In Food

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2.1.1. Attitude and Connection Toward Healthful Food Preparation An attitude can be defined as permanent organization of motivational, emotional, perceptual, and cognitive processes with respect to some aspect of the individual's world and it also can be defined as emphasized the enduring nature of attitudes and their close relationship to individuals' behavior (Schwarz and Bohner, 2001). According to Fuson (1942) and Campbell (1950), they had defined attitudes simply in terms of the probability that a person will show a specified behavior in a specified situation. Experience from the past directly form attitudes (Susan and Neela, 2012). It maybe exists from direct personal experience or maybe comes from observation. Strong influence toward attitudes may come from social norm and social roles and social roles came from how people are expected to behave in a particular role or context (Cherry, 2014). Allport (1935) defined attitude as "a mental and neural state of readiness, organized through experience, exerting a directive and dynamic influence upon the individual's response to all objects and situations with which it is related" and this definition was also supported by Schwarz and Bohner, (2001). Attitude was also important toward healthful food preparation because attitude have been proved to influence and predict behavior (Azjen and Fishbein, 1980). However in learning facility, an attitude does not necessarily influence behavior in handling the issues of safe (Azni, Yusoff, Dorishah and Norazamina, 2010). Although attitudes on food safety become positive among student, it will not have strong to simplify behavior change (Yarrow, Remig and Higgins, 2009). According to Azjen (2001), new attitude will overlapping with the old ... ... middle of paper ... ... and Khamis, 2009). Training also can improve or increase the knowledge about food safety but it is not always resulted in a positive change in food handling attitude (Mojca, Valentina and Peter, 2008). This was related with finding from Clayton, Griffith, Pice and Peters (2006) that showed the majority of food handler in UK operating in food premises admitted that they are aware and have knowledge about food safety practices but they did not always implement although they are aware that it is important to be practices. Educational level seemed to influenced food handler’s level of knowledge of food safety to some extent because food handler with formal hygiene education shows more exact and elaborate hygiene knowledge such as knowing the pathway of bacteria compared food handler without any formal food hygiene (Rheinlander, Olsen, Bakang and Takyi, 2008).

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