Abstract Effect Evaluation of Nutrition Education Program Based on Social Cognitive Theory in Female Middle School Students by JiHye Kim Dept. of Nutrition Education The Graduate School Changwon National University. Changwon, Gyeongnam, Korea (Directed by Professor Kyung-Hea Lee) This study aimed at...
Abstract Effect Evaluation of Nutrition Education Program Based on Social Cognitive Theory in Female Middle School Students by JiHye Kim Dept. of Nutrition Education The Graduate School Changwon National University. Changwon, Gyeongnam, Korea (Directed by Professor Kyung-Hea Lee) This study aimed at adolescents' recognizing and improving dietary life related health hazard factors by themself. Based on Healthy and Enjoyable Dietary Life of Adolescents (Lee et al. 2014) developed by applying social cognitive theory, We taught 34 students as the education group for 12 lessons, and 33 students were adopted as a control group for evaluation of education effect. All students were from M Girls' Middle School in Changwon City. In this study was compared the effectiveness of the nutrition education between two groups after two months of instruction using SPSS 21.0 version statistical package program. It was found to be homogeneous groups because the members of the two groups were no significant differences in pre-test results. Results of post-test evaluation indicated, there was a significant difference only in a self-efficacy among items constituting cognitive factors after instruction(p<0.05). In behavioral factors, there were significant differences in all the items of dietary life knowledge (p<0.01), awareness of dietary life knowledge(p<0.001), dietary life skills(p<0.05), and self-control (p<0.001). Environmental factors showed not any significant differences after instruction. Analysis of correlation among constituting factors of socal cognitive theory revealed that there was a positive correlation between awareness of dietary life knowledge and self-efficacy (r=0.403, p<0.05), dietary life skills and self-efficacy(r=0.457, p<0.01), outcome expectancy(r=0.459, p<0.01), and value expectancy(r=0.444, p<0.05). Self-efficacy showed a positive correlation with the same category constituting factors of cognition such as outcome expectancy (r=0.834, p<0.05) and value expectancy(r=0.444, p<0.05). Outcome expectancy showed a positive correlation with value expectancy (r=0.391, p<0.05). Educational satisfaction marked 4.38 of 5 in satisfaction evaluation on the 12 instructions. Satisfaction scores were relatively high. Based on the results of this study, Healthy and Enjoyable Dietary Life of Adolescents was considered effective in enhancing adolescents' awareness of healthy dietary life and practice ability. In order to enhance education effects, environmental support is critical and connection and active support between school and home are needed. If dietary life education programs with parents' participation are added to curriculum in future studies, limitations of environmental factors which showed no significant difference in this study can be overcome.
Abstract Effect Evaluation of Nutrition Education Program Based on Social Cognitive Theory in Female Middle School Students by JiHye Kim Dept. of Nutrition Education The Graduate School Changwon National University. Changwon, Gyeongnam, Korea (Directed by Professor Kyung-Hea Lee) This study aimed at adolescents' recognizing and improving dietary life related health hazard factors by themself. Based on Healthy and Enjoyable Dietary Life of Adolescents (Lee et al. 2014) developed by applying social cognitive theory, We taught 34 students as the education group for 12 lessons, and 33 students were adopted as a control group for evaluation of education effect. All students were from M Girls' Middle School in Changwon City. In this study was compared the effectiveness of the nutrition education between two groups after two months of instruction using SPSS 21.0 version statistical package program. It was found to be homogeneous groups because the members of the two groups were no significant differences in pre-test results. Results of post-test evaluation indicated, there was a significant difference only in a self-efficacy among items constituting cognitive factors after instruction(p<0.05). In behavioral factors, there were significant differences in all the items of dietary life knowledge (p<0.01), awareness of dietary life knowledge(p<0.001), dietary life skills(p<0.05), and self-control (p<0.001). Environmental factors showed not any significant differences after instruction. Analysis of correlation among constituting factors of socal cognitive theory revealed that there was a positive correlation between awareness of dietary life knowledge and self-efficacy (r=0.403, p<0.05), dietary life skills and self-efficacy(r=0.457, p<0.01), outcome expectancy(r=0.459, p<0.01), and value expectancy(r=0.444, p<0.05). Self-efficacy showed a positive correlation with the same category constituting factors of cognition such as outcome expectancy (r=0.834, p<0.05) and value expectancy(r=0.444, p<0.05). Outcome expectancy showed a positive correlation with value expectancy (r=0.391, p<0.05). Educational satisfaction marked 4.38 of 5 in satisfaction evaluation on the 12 instructions. Satisfaction scores were relatively high. Based on the results of this study, Healthy and Enjoyable Dietary Life of Adolescents was considered effective in enhancing adolescents' awareness of healthy dietary life and practice ability. In order to enhance education effects, environmental support is critical and connection and active support between school and home are needed. If dietary life education programs with parents' participation are added to curriculum in future studies, limitations of environmental factors which showed no significant difference in this study can be overcome.
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