Journal of Nutrition and Health

The Korean Nutrition Society (한국영양학회)
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The Effect of Nutrition Education on the Improvement of Psychosocial Factors Related to Vegetable and Fruit Intake of Elementary School Children in Pre-Action Stages

채소와 과일섭취 증진을 위한 영양교육이 행동전단계 초등학생의 사회심리적 요인의 변화에 미치는 효과

  • Suh, Yoon-Suk (Department of Food and Nutrition, College of Human Ecology, Chungnam National University) ;
  • Chung, Young-Jin (Department of Food and Nutrition, College of Human Ecology, Chungnam National University)
  • 서윤석 (충남대학교 식품영양학과) ;
  • 정영진 (충남대학교 식품영양학과)
  • Received : 2010.08.25
  • Accepted : 2010.11.05
  • Published : 2010.12.31
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Abstract

This study investigates the change of level of psychosocial factors of decisional balance, processes of change, and self-efficacy after nutrition education on vegetable and fruit intake of children in pre-action stages. Forty-seven 5th grade elementary school children in Yeongi-Gun, Chungnam-Do were categorized into pre-action stages from a total of 71 children by four-stage questions, and then finally into two stages of precontemplation and contemplation & preparation. After 6 weeks nutrition education, recognition of both of pros and cons of vegetable intake were improved in the two groups of precontemplation and contemplation & preparation. In fruits intake, however, recognition of pros was not changed after nutrition education in either stage, but recognition of cons was improved only in the precontemplation stage. However, no difference in any psychosocial variables was found between precontemplation stage and contemplation & preparation stage. After the nutrition education, the score of consciousness raising of vegetable intake belonging to cognitive process of change increased in the subjects of the precontemplation stage, wheres the scores of dramatic relief, self-reevaluation, environment reevaluation and social liberation increased in the group of contemplation & preparation. In fruit intake, however, no change was found except in the environment reevaluation in the precontemplation group. The behavioral process of change of vegetable and fruit intake did not show any change in either group after nutrition education. Self-efficacy scores of vegetable intake of keeping the foods at hand, eating the recommended number of servings and making time to eat increased in the precontemplation group, while in the contemplation & preparation group, self efficacy scores of shopping for a variety of vegetables, instead of keeping the foods at hands, as well as the scores of the rest two items of eating the recommended number of servings and making time to eat increased after nutrition education. However, in case of fruits intake, no difference was shown in the precontemplation stage except an item of keeping the foods at hand. The results indicated that the stage of change was progressed in the pre-action stage after nutrition education and the scores of many psychosocial factors increased in both pre-action stages. It is suggested that the recognition of cons as well as the cognitive process of change and self-efficacy could be best used as indicators of the assessment of nutrition education program for vegetable intake.

본 연구에서는 채소와 과일 섭취 증진을 위한 영양교육이 행동변화단계의 진전에 따라 사회심리적요인에 변화를 초래하는지 파악하고자 초등학생을 대상으로 영양교육을 실시한 후 행동전단계를 두 단계로 나누어 이 두 단계 아동들의 채소와 과일 섭취의 장점과 단점에 대한 인지, 인지적 행위적 변화과정, 자아효능감의 수준 변화를 조사하였다. 충남 연기군의 한 초등학교 5학년 아동 71명에 대한 설문 조사에 의해 행동전단계 (고려전, 고려, 준비)로 분류된 47명을 대상으로 2007년 11월 19일부터 12월 24일까지 6주 동안 채소와 과일섭취 영양교육을 실시하고 교육전과 후에 사회심리적요인의 수준을 설문지법에 의해 조사하였다. 1) 영양교육 후 채소섭취의 장점에 대한 인지도 점수는 고려전단계나 고려 및 준비단계에 속한 대상자 모두에서 증가하였고, 단점에 대한 인지도 점수는 두 단계 모두에서 감소하였다. 그러나 과일섭취에 있어서는 장점에 대한 인지도 점수에서는 고려전단계와 고려 및 준비단계 모두에서 교육 후 변화가 없었으나, 단점에 대한 인지도 점수는 고려전 단계에 속한 대상자에서만 유의적인 감소가 나타났다 (p < 0.01). 채소섭취에 대한 장점과 단점에 대한 인지 개선 영양교육은 두 단계 모두에서 효과적이었다. 2) 영양교육 후 채소섭취의 인지적 변화과정에서는 고려전단계의 대상자에서 의식향상 (p < 0.001)점수가 증가되었고, 고려 및 준비단계에 속한 대상자에서는 걱정해소 (p < 0.01), 자기재진단 (p < 0.05), 환경재평가 (p < 0.01), 사회규범변화(p < 0.05) 등 여러 변수의 점수가 증가하였다. 과일섭취의 인지적 변화과정에서는 고려전단계에 있는 대상자에서 환경재평가 (p < 0.01)점수의 증가를 나타내었고, 고려 및 준비단계에서는 변화를 보인 변수가 없었다. 채소와 과일섭취의 행위적 변화과정에서는 모두 변화가 없었다. 3) 영양교육 후 채소섭취에 관한 자아효능감은 고려전단계에 있는 대상자에서 '채소를 보이는 곳에 둔다' (p < 0.01)와 '혼자 채소를 먹을 때 권장섭취 횟수만큼 먹을 수 있다' (p < 0.01). '채소 먹을 시간을 낼 수 있다' (p < 0.05)에서 증가를 나타내었다. 고려 및 준비단계에서는 고려전단계에서 나타난 '혼자 채소를 먹을 때 권장섭취 횟수만큼 먹을 수 있다' (p < 0.01)와 '채소 먹을 시간을 낼 수 있다' (p < 0.01)의 항목을 포함하여 '다양한 종류의 채소를 살 수 있다' (p < 0.01)에서 교육 후에 자아효능감이 높아졌다. 즉 채소섭취의 행동변화단계가 높아질수록 자아효능감의 수준이 성숙됨을 보였다. 과일섭취에 대해서는 영양교육 후 고려전단계에 속한 대상자에서 '과일을 보이는 곳에 둔다'의 자아효능감의 점수가 증가되었다 (p < 0.05). 이상의 연구결과에서 영양교육 후 행동전단계에 있는 아동들의 행동변화단계의 진전이 일어났고, 고려전단계와 고려 및 준비단계에서 모두 사회심리적요인의 수준이 높아졌으나 두 단계 간에는 교육효과의 유의적인 차이가 없었다. 과일에 비해 채소섭취와 관련된 사회심리적요인에서 교육 효과가 더 크게 나타났으며, 사회심리적요인들 중에서 판단 균형의 단점에 대한 인지도, 인지적 변화과정, 자아효능감이 영양교육의 평가지표로 사용될 수 있는 가능성을 보였다.

Keywords

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