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The Effect of a Social Cognitive Theory-Based Intervention on Fast Food Consumption Among Students Publisher



Ahmadi Z1 ; Pirzadeh A1 ; Hasanzadeh A2 ; Mostafavi F1
Authors
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Authors Affiliations
  1. 1. Department of Health Education and Promotion, Faculty of Health, Isfahan University of Medical Sciences, Isfahan, Iran
  2. 2. Department of Statistics and Epidemiology, Faculty of Health, Isfahan University of Medical Sciences, Isfahan, Iran

Source: Iranian Journal of Psychiatry and Behavioral Sciences Published:2018


Abstract

Background: Modification of nutritional behaviors in adolescents is of high importance and can prevent nutrition-related diseases in adulthood. Objectives: The current study aimed at determining the effect of a social cognitive theory (SCT)-based intervention on fast food consumption among students. Methods: The current quasi-experimental study was carried out on 92 students randomly divided into the intervention and control groups. Data gathering tool consisted of food frequency questionnaire (FFQ) and SCT questionnaire filled out using self-reporting method at 2 times (before and after the intervention). Intervention was performed based on SCT in 4 sessions. SPSS version 20 was used to analyze the data (independent t test and paired samples t test).A 2-tailed P-value, lower than 0.05, was considered statistically significant. Results: In the intervention group, the mean scores of fast food consumption before and after intervention were 16.1±8.9 and 9.4 ±7.5, respectively. There was a significant difference in the scores obtained in 2 times (P < 0.001) in the intervention group. There was a significant difference in the mean scores of self-efficacy and value expectation aspects before and after the intervention in the intervention group; however, no significant changes were observed in the control group. Conclusions: Based on the obtained results, the SCT-based intervention can be effective in decreasing students' fast food consumption. ©2018, Iranian Journal of Psychiatry and Behavioral Sciences.
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