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

일부 여자 중학생 대상 사회인지이론기반 영양교육 프로그램의 적용 및 효과

  • Kim, Jihea (Department of Nutrition Education, Graduated School of Education, Changwon National University) ;
  • Woo, Taejung (Department of Food and Nutrition, Changwon National University) ;
  • Lee, Kyoung Ae (Department of Practical Arts Education and Centre for Child Nutrition Education, Busan National University of Education) ;
  • Lee, Seung Min (Department of Food and Nutrition, Sungshin Woman's University) ;
  • Lee, Kyung-Hea (Department of Food and Nutrition, Changwon National University)
  • 김지혜 (창원대학교 교육대학원 영양교육전공) ;
  • 우태정 (창원대학교 식품영양학과) ;
  • 이경애 (부산교육대학교 실과교육과) ;
  • 이승민 (성신여자대학교 식품영양학과) ;
  • 이경혜 (창원대학교 식품영양학과)
  • Received : 2016.11.14
  • Accepted : 2016.12.21
  • Published : 2016.12.31


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 $4.38{\pm}0.12$ (teaching and learning) and $4.14{\pm}0.15$ (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.


Supported by : Ministry of Food and Drug Safety


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