ABSTRACT
The purpose of the present study was to identify factors affecting fruit and vegetables consumption in elementary school students, based on social cognitive theory, to guide us about interventions that can increase their intake. In this cross-sectional study, 158 male students in elementary schools [grade 4] of Isfahan city were participated. Data collecting tool was a self-designed questionnaire based on constructs of Bandura's social cognitive theory and food record questionnaire. The validity and reliability of the questionnaire was provided by using content validity, face validity and internal reliability [alpha=0.86]. After collecting data, data were analyzed using Spearman correlation and multivariate regression tests. Findings showed significant correlation between mean daily servings of fruits and vegetables with behavioral capability [p<0.001], self-efficacy in difficult situations [p<0.001, p=0.01, respectively], self-efficacy in selecting fruit and vegetables [p<0.001, p=0.003, respectively] and access to fruit and vegetables [p=0.003, p=0.005, respectively]. Observational learning showed significant correlation only with daily servings of fruits [p=0.004]. In the multivariate analyses, mean daily servings of fruits and vegetables correlated directly with self-efficacy in difficult situations, self-efficacy in selecting fruit and vegetables and access to fruit and vegetables. The most important factors affecting fruit and vegetables consumption in elementary school students are self-efficacy in difficult situations, self-efficacy in selecting fruit and vegetables, and access to fruit and vegetables