ABSTRACT
Background and objective: adolescence is one of the most valuable periodin life which is foundation of the next stage.Adolescents'sedentary lifestyle and unhealthy eating behaviors threat the present and future life in this age group. The aim of this study was to evaluate healthy lifestyle education based on health belief model among adolescents.
Materials and methods: this interventional study was conducted on 113studentswho were selected from two schools in an educational district in Mashhadand viathe cluster sampling method. They were divided intoa case group[56] and a control one[57]. datawere gathered using demographic, knowledge and performance questionnaires and also the health belief model constructs. The reliability of the questionnaires was determined by test- retest and alpha. Educational program based on health belief model was designed and implemented in four 50-minute sessions. Thedata were analyzed using SPSS softwar [11.5].
Results: There was observed a significant difference between after and before intervention in meanscores of knowledge [P=0.033], Performance [P=0.001] and also physical activity, puberty health, structures of health belief model include sensitive [P=0.013], intensity [P=0.008] and efficacy, perceived benefits [P=0.001] and perceived barriers [P=0.001] while, there was no significant difference in the case group.
Conclusion: Health education programs which are based on health belief modelcan be effective in promoting health awareness, perceptions of cognitive and healthy lifestyle behaviors in adolescents.
ABSTRACT
Physical activity regularly is one of the important aspects of healthy life-style, which has an essential role in reducing the burden of disease and death. Diabetes is a typical general health problem. The aim of this study to determine the effect of education based on social cognitive theory on promoting physical activity among women with diabetes II in Iran. In this randomized control study, 82 diabetic females were randomly selected then were assigned into two groups: intervention [n=41] and control [n=41]. Educational intervention was planned then performed during 7 sessions of 60-min in accordance with social-cognitive theory [SCT]. The participants were asked to fill in the questionnaires in educational evaluation before and immediately after intervention and the follow up [10 weeks later]. The data were analyzed through Repeated Measures ANOVA, Friedman, independence t and Mann-Whitney tests. The mean age among the participants was 48.37 +/- 5.67 yr also the body mass index was 28.69 +/- 3.95. In the intervention group, light physical activity and sedentary behavior reduced from 56.1% [23 individuals] to 14.6% [6 individuals] in the following up stage. There was significant improvement across time in the mean of minute's physical activity [P=0.042]. There were significant differences in the mean's constructs of the Social-cognitive theory [SCT] [P<0.05]. Design and execution of training program based on social cognitive theory can lead to promote physical activity among women with diabetes II through changes in the theoretical constructs