Application and the Effect of Nutrition Education Program Based on the Social Cognitive Theory Among Middle School Girls

Article information

Korean J Community Nutr. 2016;21(6):497-508

Publication date (electronic) : 2016 December 31

doi : https://doi.org/10.5720/kjcn.2016.21.6.497

Jihea Kim ¹, Taejung Woo ², Kyoung Ae Lee ³, Seung Min Lee ⁴, Kyung-Hea Lee ²

¹Department of Nutrition Education, Graduated School of Education, Changwon National University, Changwon, Korea.

²Department of Food and Nutrition, Changwon National University, Changwon, Korea.

³Department of Practical Arts Education and Centre for Child Nutrition Education, Busan National University of Education, Busan, Korea.

⁴Department of Food and Nutrition, Sungshin Woman's University, Seoul, Korea.

Corresponding author: Kyung-Hea Lee. Department of Food and Nutrition, Changwon National University, 20 Changwondaehak-ro, Uichanggu, Changwon-si, Gyeongnam, 51140, Korea. Tel: (055) 213-3514, Fax: (055) 281-7480, khl@changwon.ac.kr

Received 2016 November 14; Revised 2016 December 21; Accepted 2016 December 21.

Abstract

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.

Keywords: nutrition education; evaluation; adolescent; social cognitive theory

Acknowledgments

This research was supported by a grant from the Ministry of Food and Drug Safety (14162MFDS130).

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Article information Continued

This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Funded by : Ministry of Food and Drug Safetyhttp://dx.doi.org/10.13039/501100003569

Award ID : 14162MFDS130

Table 1

Nutrition education strategies, goals and activities based on the social cognitive theory

1) SCT: Social cognitive theory

Table 2

Characteristics of the study subject groups

1) N (%)

Table 3

Comparison self-efficacy between groups

1) P¹: independent t-test between Pre-test and Post-test

2) P^Δ: paired t-test for changes in parameters between educated group and control group

3) Mean±SE, 4 Likert (1=strongly disagree, 2=disagree, 3= agree, 4= strongly agree)

4) NS: No significance

Table 4

Comparison outcome expectation and outcome expectancies between groups

1) P¹: independent t-test between Pre-test and Post-test

2) P^Δ: paired t-test for changes in parameters between educated group and control group

3) Mean±SE, 4 Likert (1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree)

4) NS: No significance

Table 5

Comparison nutrition knowledge between groups

1) P¹: paired t-test between Pre-test and Post-test

2) P^Δ: paired t-test for changes in parameters between educated group and control group

3) Mean±SE, Total score: 22 (0=wrong answer, 1=right answer; food choice score-10; intake control score-5; meal plan score-3; meal preparation score-4)

4) NS: No significance

Table 6

Comparison of dietary practice between groups

1) P¹: independent t-test between Pre-test and Post-test

2) P^Δ: paired t-test for changes in parameters between educated group and control group

3) Mean±SE, (5 Likert; 1=never, 2=hardly, 3=sometimes, 4=usually, 5=always)

4) NS: No significance

Table 7

Nutrition education satisfaction in the educated group

1) 5 Likert (1=strongly disagree, 2=disagree, 3=Normal, 4=agree, 5=strongly agree)