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Kim, Woo, Lee, Lee, and Lee: Application and the Effect of Nutrition Education Program Based on the Social Cognitive Theory Among Middle School Girls
Research Article

Korean Journal of Community Nutrition 2016; 21(6): 497-508.

Published online: 31 December 2016

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

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

Jihea Kim1, Taejung Woo2, Kyoung Ae Lee3, Seung Min Lee4, Kyung-Hea Lee2

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 14 November 2016       Revised 21 December 2016       Accepted 21 December 2016

Copyright © 2016 The Korean Society of Community Nutrition

(open-access):

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.

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

Figures and Tables

Table 1

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

kjcn-21-497-i001

1) SCT: Social cognitive theory

Table 2

Characteristics of the study subject groups

kjcn-21-497-i002

1) N (%)

Table 3

Comparison self-efficacy between groups

kjcn-21-497-i003

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

2) PΔ: 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

kjcn-21-497-i004

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

2) PΔ: 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

kjcn-21-497-i005

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

2) PΔ: 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

kjcn-21-497-i006

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

2) PΔ: 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

kjcn-21-497-i007

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

Acknowledgments

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

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ORCID iDs

Kyung-Hea Lee
https://orcid.org/http://orcid.org/0000-0003-0444-4824

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