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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OBJECTIVES Adulterated food education in adolescence period is very important because dietary management related to food safety is not made in a short period. This study aimed to identify dietary lifestyle factors which drive adulterated food management among middle and high school students. METHODS Data was collected from 270 middle and high school students in Daegu using a self-administered questionnaire in March and April of 2015. Data was analyzed using frequency analysis, one-way analysis of variance, χ²-test, factor analysis, reliability analysis, regression analysis, and cluster analysis. RESULTS The results of factor analysis indicated that adulterated food management awareness was classified into necessity, difficulty, and food purchasing anxiety. The adulterated food management capability was sub-grouped into environmental grasp, food identification, cooking hygiene, and situation management. The adulterated food management efficacy composed of management confidence, action intention, and knowledge. Dietary lifestyle comprised of gustation, family, and health factors after factor analysis, and it consisted of all seeking group, gustation seeking group, family seeking group, health seeking group, and family and health seeking group after cluster analysis. The gustation, family and health factors were significantly affected the factors of awareness, capability and efficacy of adulterated food management (p < 0.05). The frequency of health conditions, helping with meal preparation, and the times of eating out were significantly different according to seeking groups of dietary lifestyle (p < 0.01). The scores of awareness, capability and efficacy of adulterated food management of family and health seeking group were significantly higher than the other seeking groups (p < 0.05). CONCLUSIONS This study suggests that adulterated food management education programs should account for gustation, family and health factors of dietary lifestyle to be effective for adolescents.
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OBJECTIVES The objective of this study was to assess energy expenditure and metabolic cost (METs) of walking activities of college students and to compare treadmill based walking with self-selected hallway walking. METHODS Thirty subjects (mean age 23.4 ± 1.6 years) completed eight walking activities. Five treadmill walking activities (TW2.4, TW3.2, TW4.0, TW4.8, TW5.6) were followed by three self-selected hallway walking activities, namely, walk as if you were walking and talking with a friend: HWL (leisurely), walk as if you were hurrying across the street at a cross-walk: HWB (brisk) and walk as fast as you can but do not run: HWF (fast) were performed by each subject. Energy expenditure was measured using a portable metabolic system and accelerometers. RESULTS Except for HWF (fast) activity, energy expenditures of all other walking activities measured were higher in male than in female subjects. The lowest energy expenditure and METs were observed in TW2.4 (3.65 ± 0.84 kcal/min and 2.88 ± 0.26 METs in male), HWL (leisurely) (2.85 ± 0.70 kcal/min and 3.20 ± 0.57 METs in female), and the highest rates were observed in HWF (fast) (7.72 ± 2.81 kcal/min, 5.84 ± 1.84 METs in male, 6.65 ± 1.57 kcal/min, 7.13 ± 0.68 METs in female). Regarding the comparison of treadmill-based walking activities and self-selected walking, the energy expenditure of HWL (leisurely) was not significantly different from that of TW2.4. In case of male, no significant difference was observed between energy costs of HWB (brisk), HWF (fast) and TW5.6 activities, whereas in female, energy expenditures during HWB (brisk) and HWF (fast) were significantly different from that of TW5.6. CONCLUSIONS In this study, we observed that energy expenditure from self-selected walking activities of college students was comparable with treadmill-based activities at specific speeds. Our results suggested that a practicing leisurely or brisk walking for a minimum of 150 minutes per week by both male and female college students enable them to meet recommendations from the Physical activity guide for Koreans.
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