The Journal of school health · 2026
Evaluating a Nutrition Education Program's Impact on Knowledge and Eating Behavior Among Low-Income Youth: A Social Cognitive Theory Perspective.
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Nam Kahyun, Kulinna Pamela Hodges, Pivovarova Margarita, Kim Jongseon, Albaloul Omar
Аннотация
BACKGROUND: Childhood obesity disproportionately affects low-income Hispanic children. After-school programs (ASPs) provide opportunities to address nutritional disparities through targeted educational interventions.
METHODS: This study evaluated a 5-week general nutrition education program in 80 third- to sixth-grade students at a Title I elementary school. Nutrition knowledge, self-efficacy, and dietary behaviors were assessed using the Healthy Plate Photo Method (HPPM) and healthy habits survey (HHS). Data were analyzed using ANCOVA and mediation analysis.
RESULTS: Significant improvements occurred in nutriti`on knowledge (HPPM: R2 = 0.51, p < 0.001; HHS: R2 = 0.52, p < 0.001). Attendance positively predicted knowledge gains (β = 0.38-0.39). However, no significant changes were observed in self-efficacy (p = 0.53) or dietary behaviors (p = 0.82). Self-efficacy did not mediate the knowledge-behavior relationship.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Brief ASP nutrition interventions can effectively enhance foundational knowledge among underserved populations. However, achieving behavioral change may require longer interventions incorporating self-efficacy building strategies and environmental supports. Schools should integrate family and community components to address socioeconomic barriers affecting dietary practices.
CONCLUSIONS: While ASPs successfully improve nutrition knowledge, translating knowledge into sustained dietary behavior changes may require comprehensive, multi-level interventions addressing individual, family, and community factors.
METHODS: This study evaluated a 5-week general nutrition education program in 80 third- to sixth-grade students at a Title I elementary school. Nutrition knowledge, self-efficacy, and dietary behaviors were assessed using the Healthy Plate Photo Method (HPPM) and healthy habits survey (HHS). Data were analyzed using ANCOVA and mediation analysis.
RESULTS: Significant improvements occurred in nutriti`on knowledge (HPPM: R2 = 0.51, p < 0.001; HHS: R2 = 0.52, p < 0.001). Attendance positively predicted knowledge gains (β = 0.38-0.39). However, no significant changes were observed in self-efficacy (p = 0.53) or dietary behaviors (p = 0.82). Self-efficacy did not mediate the knowledge-behavior relationship.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Brief ASP nutrition interventions can effectively enhance foundational knowledge among underserved populations. However, achieving behavioral change may require longer interventions incorporating self-efficacy building strategies and environmental supports. Schools should integrate family and community components to address socioeconomic barriers affecting dietary practices.
CONCLUSIONS: While ASPs successfully improve nutrition knowledge, translating knowledge into sustained dietary behavior changes may require comprehensive, multi-level interventions addressing individual, family, and community factors.