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Application of Transtheoretical Model to5-a-day Behavior Intervention toward the Students of a Senior High School in Shilin District of Taipei City
senior high school
The purpose of this study is to understand senior high school students’ current situations of 5-a-day knowledge, 5-a-day psychosocial variable, 5-a-day behavior stage of change, days in a week achieving 5-a-day, frequency of dining-out meal, frequency of parents cooking at home and self-perceived health to analyze the factors affecting the study subjects’ 5-a-day knowledge, 5-a-day psychosocial variable and 5-a-day behavior. Also, we explore the effect and process evaluation of “5-a-day education intervention based on transtheoretical model”. This study adopts “quasi-experiment design” using first-grade students of Yangming Senior High School as experiment group and Minglun Senior High School as control group. In the experiment group, we use processes of change meeting stage of change to design 5-a-day speech, creativity vege-fruit cooking contest and 5-a-day manual; while in the control group there are no interventions. In the study results, we find: the study subjects’ 5-a-day knowledge is fair, but they lack the understanding of knowledge of vege-fruit nutrition, 5-a-day perceived benefits are positive-bias opinion, 5-a-day perceived barriers and 5-a-day self-efficacy are of middle degree. 5-a-day behavior stage of change is mostly located at precontemplation. In a week, 3.11 days are achieved as 5-a-day. The study subjects’ highest dining-out meal frequency is lunch; the lowest parents cooking at home frequency is lunch, while the most of self-perceived food health and self-perceived body health is fair. “5-a-day education strategy based on transtheoretical model” reaches significant effect towards study subjects’ “5-a-day knowledge”, “5-a-day perceived barriers”, “5-a-day self-efficacy” and “5-a-day behavior stage of change”, while the effect is not significant toward enhancing “5-a-day perceived benefits”. On the aspect of process evaluation, most of students like creativity vege-fruit cooking contest, toward “good learning atmosphere” and “liking degree of teaching”, all the students at behavior stage give them the highest score; while toward “the degree to do according to teaching contents” and “the degree the teaching can help”, most of the students givethe highest score to 5-a-day manual. Generally speaking, through “5-a-day education intervention based on transtheoretical model”, we can effectively upgrade senior high school students’ related knowledge about 5-a-day. We suggest that, in the future, se can explore senior high （vocational）school students in different life styles and regions as well as go further to promote this strategy to the other schools.
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