Arash Najimi1, Mohtasham Ghaffari2. 1. Department of Health Education and health promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran. 2. Department of Public Health, Faculty of Health, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Abstract
OBJECTIVE: To assess the effectiveness of an educational intervention based on social cognitive theory on increasing consumption of fruit and vegetable among Grade 4 students. METHODS: The randomised study was conducted in Isfahan, Iran, during 2011 and comprised 138 students, who were randomly divided into intervention and control groups. Data was collected at the beginning and three months after the intervention. A self-administered questionnaire based on constructs of social cognitive theory and food consumption was used. Theory-based nutrition education was imparted on the intervention group. Data was analysed using SPSS 15 and appropriate statistical tests. RESULTS: The intervention group had 68 (49.27%) subjects, while there were 70 (50.72%) controls. After the intervention, mean scores of behavioural capability (p < 0.001), self-efficacy in difficult situations (p = 0.04), self-efficacy in selecting fruits and vegetables (p = 0.01), social support (p = 0.03), and observational learning (p = 0.002) had significantly improved in the intervention group. Nutritional behaviour also showed significant improvement on mean daily intake of fruits and vegetables in the intervention group (p < 0.001). CONCLUSION: Intervention based on social cognitive theory led to increase in the consumption of fruits and vegetables among students, which confirmed the efficiency of social cognitive theory for such interventions.
RCT Entities:
OBJECTIVE: To assess the effectiveness of an educational intervention based on social cognitive theory on increasing consumption of fruit and vegetable among Grade 4 students. METHODS: The randomised study was conducted in Isfahan, Iran, during 2011 and comprised 138 students, who were randomly divided into intervention and control groups. Data was collected at the beginning and three months after the intervention. A self-administered questionnaire based on constructs of social cognitive theory and food consumption was used. Theory-based nutrition education was imparted on the intervention group. Data was analysed using SPSS 15 and appropriate statistical tests. RESULTS: The intervention group had 68 (49.27%) subjects, while there were 70 (50.72%) controls. After the intervention, mean scores of behavioural capability (p < 0.001), self-efficacy in difficult situations (p = 0.04), self-efficacy in selecting fruits and vegetables (p = 0.01), social support (p = 0.03), and observational learning (p = 0.002) had significantly improved in the intervention group. Nutritional behaviour also showed significant improvement on mean daily intake of fruits and vegetables in the intervention group (p < 0.001). CONCLUSION: Intervention based on social cognitive theory led to increase in the consumption of fruits and vegetables among students, which confirmed the efficiency of social cognitive theory for such interventions.