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KMID : 0123420160210060497
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Korean Journal of Community Nutrition
2016 Volume.21 No. 6 p.497 ~ p.508
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Application and the Effect of Nutrition Education Program Based on the Social Cognitive Theory Among Middle School Girls
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Kim Ji-Hea
Woo Tae-Jung
Lee Kyoung-Ae
Lee Seung-Min
Lee Kyung-Hea
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Abstract
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Objectives: The purpose of this study was to evaluate the effect of nutrition education using materials based on social cognitive theory. Education topics focused on improving health-related and dietary self-awareness and behavior capability in adolescents.
Methods: Participants were recruited from a middle school for girls; 67 students (educated group, n=34 and control group, n=33) participated. The education group received 12 lessons in club activity class. Self-administered surveys were conducted for each group before and after the nutrition education program. The questionnaires consisted of variables such as self-efficacy, outcome expectation, outcome expectancy, knowledge, and dietary practices based on the social cognitive theory. Education satisfaction was evaluated using a five-point Likert scale for two sections: a) teaching and learning and b) education results. The data were analyzed using a t-test and Chi Square-test (significance level: p < 0.05).
Results: In the education group, post-education, there were significant differences in self-efficacy (p < 0.05), knowledge (p < 0.01), and dietary practices (p < 0.05), whereas outcome expectation and expectancy did not show any significant differences. None of the variables showed any significant differences in the control group. Educational satisfaction scores were 4.38± 0.12 (teaching and learning) and 4.14±0.15(education results).
Conclusions: This study showed that improving adolescent’s awareness and behavior capability has a positive effect on their dietary practices. Moreover, this study suggested that a theory-based determinant should be considered to improve dietary behavior among adolescents.
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KEYWORD
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nutrition education, evaluation, adolescent, social cognitive theory
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