+ Site Statistics
+ Search Articles
+ PDF Full Text Service
How our service works
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ Translate
+ Recently Requested

Mediating Mechanisms of Theory-Based Psychosocial Determinants on Behavioral Changes in a Middle School Obesity Risk Reduction Curriculum Intervention, Choice, Control, and Change

Mediating Mechanisms of Theory-Based Psychosocial Determinants on Behavioral Changes in a Middle School Obesity Risk Reduction Curriculum Intervention, Choice, Control, and Change

Childhood Obesity 12(5): 348-359

A limited number of school-based intervention studies have explored mediating mechanisms of theory-based psychosocial variables on obesity risk behavior changes. The current study investigated how theory-based psychosocial determinants mediated changes in energy balance-related behaviors (EBRBs) among urban youth. A secondary analysis study was conducted using data from a cluster randomized controlled trial. Data from students at 10 middle schools in New York City (n = 1136) were used. The intervention, Choice, Control, and Change curriculum, was based on social cognitive and self-determination theories. Theory-based psychosocial determinants (goal intention, cognitive outcome expectations, affective outcome expectations, self-efficacy, perceived barriers, and autonomous motivation) and EBRBs were measured with self-report questionnaires. Mediation mechanisms were examined using structural equation modeling, Results: Mediating mechanisms for daily sugar-sweetened beverage (SSB) consumption and purposeful stair climbing were identified. Models with best fit indices (root mean square error of approximation = 0.039/0.045, normed fit index = 0.916/0.882; comparative fit index = 0.945/0.932; Tucker-Lewis index = 0.896/0.882, respectively) suggested that goal intention and reduced perceived barriers were significant proximal mediators for reducing SSB consumption among both boys and girls or increasing physical activity by stair climbing among boys. Cognitive outcome expectations, affective outcome expectations, self-efficacy, and autonomous motivation indirectly mediated behavioral changes through goal intention or perceived barriers (p < 0.05 to p < 0.001). The final models explained 25%-27% of behavioral outcome variances. Theory-based psychosocial determinants targeted in Choice, Control, and Change in fact mediated behavior changes in middle school students. Strategies targeting these mediators might benefit future success of behavioral interventions. Further studies are needed to determine other potential mediators of EBRBs in youth.

Please choose payment method:

(PDF emailed within 0-6 h: $19.90)

Accession: 058285751

Download citation: RISBibTeXText

PMID: 27144780

DOI: 10.1089/chi.2016.0003

Related references

Using a systematic conceptual model for a process evaluation of a middle school obesity risk-reduction nutrition curriculum intervention: choice, control & change. Journal of Nutrition Education and Behavior 45(2): 126-136, 2013

Linking implementation process to intervention outcomes in a middle school obesity prevention curriculum, 'Choice, Control and Change'. Health Education Research 30(2): 248-261, 2015

Introduction of active video gaming into the middle school curriculum as a school-based childhood obesity intervention. Journal of Pediatric Health Care 27(1): 3-12, 2013

Enhancing personal agency and competence in eating and moving: formative evaluation of a middle school curriculum--Choice, Control, and Change. Journal of Nutrition Education and Behavior 39(5 Suppl): S179, 2007

Adolescents demonstrate improvement in obesity risk behaviors after completion of choice, control & change, a curriculum addressing personal agency and autonomous motivation. Journal of the American Dietetic Association 110(12): 1830-1839, 2010

Theory-Based Behavioral Intervention Increases Mother-Son Communication About Sexual Risk Reduction Among Inner-City African-Americans. Journal of Adolescent Health 63(4): 497-502, 2018

Evaluating psychosocial and behavioral mechanisms of change in a tailored communication intervention. Health Education and Behavior 36(2): 366-380, 2009

Information-motivation-behavioral skills model-based HIV risk behavior change intervention for inner-city high school youth. Health Psychology 21(2): 177-186, 2002

Elementary School-Based Obesity Intervention Using an Educational Curriculum. Journal of Primary Care and Community Health 7(4): 265-271, 2016

Project choice: evaluating a school-age cancer prevention and risk-reduction curriculum. Progress in Clinical and Biological Research 130: 91-97, 1983

Effects of a Behavioral Economics Intervention on Food Choice and Food Consumption in Middle-School and High-School Cafeterias. Preventing Chronic Disease 15: E91, 2018

Evidence, theory and context--using intervention mapping to develop a school-based intervention to prevent obesity in children. International Journal of Behavioral Nutrition and Physical Activity 8: 73, 2011

Evaluation of the dissemination of SNaX, a middle school-based obesity prevention intervention, within a large US school district. Translational Behavioral Medicine 8(5): 724-732, 2018

Creating consultee change: A theory-based approach to learning and behavioral change processes in school-based consultation. Consulting Psychology Journal: Practice and Research 64(1): 63-82, 2012

Validating Curriculum-Based Measurement for Students With Emotional and Behavioral Disorders in Middle School. Assessment for Effective Intervention 34(2): 67-73, 2008