|Effect of Theory-based Environmental-behavioral Interventions With SFS Approach on Fruit & Vegetable Consumption Among Adolescents|
|Mohtasham Ghaffari1, Sakineh Rakhshanderou1, Yadollah Mehrabi2, Ali Ramezankhani1, Bita Shahbazzadegan3|
|1Department of Health Education and Health Promotion, Environmental and Occupational Hazards Control Research Center, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran
2Department of Epidemology, Environmental and Occupational Hazards Control Research Center, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran
3Health Education and Health Promotion; School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran and Social Determinants of Health Research Center, School of Medicine, Ardabil University of Medical Sciences, Ardabil, Iran
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Keywords : Fruit and vegetable consumption, Social cognitive theory, Student, family, School
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Objectives: Consumption of fruits and vegetable (F&V) enhances nutritional status, reduces the risk of diseases and improves health. The aim of this study was promotion of fruit and vegetable consumption among adolescents using Albert Bandura's social cognitive theory among students of Ardabil city.
Materials and Methods: In an interventional-experimental study, 154 male and 154female 2end year of high school students were selected and randomly assigned into two groups of control and intervention (154 subjects in each group). Entry criteria included age of 13-15 years, informed consent, and voluntary participation in the study. The social cognitive theory-based interventions were employed for the students, families and schools using SFS (student-family-school) approach. Data were collected employing a 3-sectioned questionnaire including demographic characteristics, SCT-based determinants of F&V consumption by adolescents and frequency of F&V consumption. Data were analyzed employing descriptive and analytical statistics with SPSS software (version 16).
Results: Application of student, family and school-based interventions significantly increased the scores related to constructs of environment, knowledge, skills, outcome expectations, outcome expectancies, observational learning, reinforcement and self-efficacy in the intervention group compared to the control group (p<0.001). The average amount of F&V consumption prior to intervention in the experimental and control groups were 3.7 ± 1.40 and 2.98 ± 1.38, respectively. The corresponding values in the intervention and control groups for the 2 months after intervention were 3.39 ± 1.56 and 2.83 ± 1.53; and 6 months after intervention were 3.27 ± 1.31 and 3.04 ± 1.11, respectively, which showed a difference between groups in 2 (p <0.002) and 6 months after the intervention (p<0.106).
Conclusions: According findings of the present research, application of interventions based on SFS approach increased the scores of social cognitive theory structures and the amount of F&V consumption in students. It is recommended that social cognitive theory-based interventions at the level of schools, families and students should be used to enhance the consumption of F&V among students.
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