Impact of a social cognitive theory-based intervention on breakfast consumption among elementary school students

Abstract

Breakfast consumption after a night of fasting is crucial for maintaining and improving health, especially during early growth years such as childhood. Therefore, this study was conducted to determine the impact of an educational intervention based on Social Cognitive Theory (SCT) on breakfast consumption among elementary school students in Nishapur city, Iran. This research was a semi-experimental study conducted among 260 elementary school students (130 in the test and 130 in the control group). The measurement tools included a demographic information questionnaire, a researcher-made questionnaire based on SCT and a breakfast consumption assessment questionnaire. The educational intervention focused on the constructs of SCT and was delivered by the researcher over seven educational sessions within the school environment. The software used for data analysis was SPSS. The findings of current investigation showed the positive impact of the intervention based on SCT on improving the dietary behaviors of students. The results indicated that immediately after the intervention and during follow-up, a significant difference was found in the mean scores of awareness, outcome expectancy, self-efficacy, observational learning and social support between the two groups. These findings emphasize that using SCT, with a focus on individual factors, social factors and environmental factors, can be effective in designing and implementing educational programs. Implementing interventions based on these elements can not only help improve breakfast consumption but can also positively influence the overall dietary habits of students.