Influences of Constructivist-oriented Nutrition Education on Urban Middle School Students' Nutrition Knowledge, Self-efficacy, and Behaviors

Oct 15, 2026

A quasi-experimental study examined how a constructivist-oriented nutrition education program affected urban middle school students’ nutrition knowledge, self-efficacy, and dietary behaviors. Using data from 1,476 students in intervention schools and 656 in a control group, the program was delivered through six lessons. Results showed significant group and time effects, including group-by-time interactions for dietary knowledge and self-efficacy, and for fruit, vegetable, meat, and “other” food-group behaviors. Dairy and grains were resistant to change.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Background

Purpose

Methods

Results

Discussion

Translation to Health Education Practice

Introduction

Research Article influences of Constructivist-oriented nutrition Education on urban Middle school students’ nutrition knowledge, self-efficacy, and behaviors Nate McCaughtry, Mariane Fahlman, Jeffrey J. Martin, and Bo Shen ABSTRACT Background: Health professionals are looking to nutrition-based youth health interventions inK-12 schools to combat the growing obesity crisis; however, none have explored the influences of interventions guided by constructivist learning theory. Purpose: This study examined the influences of a constructivist-oriented nutrition education program on urban middle school students’ nutrition knowledge, self-efficacy and behaviors. Methods: A quasi-experimental design examined changes in middle schools students’ (n = 1,476) nutrition knowledge, self-efficacy and behaviors, relative to a control group (n = 656), in response to a 6-lesson nutrition education intervention. Results: For dietary knowledge and self-efficacy, there were significant group and time main effects and group x time interactions. In addition, there were significant group and time main effects and a group x time interaction for the dietary behaviors related to consuming fruits, vegetables, meats and “other” food groups, but not dairy or grains. Discussion: The constructivist-oriented professional development, curriculum and instruction yielded significant changes in middle schools students’ nutrition knowledge, self-efficacy and behaviors. Translation to Health Education Practice: Given the efficacy of the intervention curriculum and instruction, K-12 teachers are encouraged to implement similar high quality, theoretically grounded efforts. However, recommendations are made that additional focus be given to key items that proved resistant to change. McCaughtry N, Fahlman, M, Martin JJ, Shen B. Influences of constructivist-oriented nutrition education on urban middle school students’nutrition knowledge, self-efficacy, and behaviors. Am J Health Educ. 2011; 42(5):276-285. This paper was submitted to the Journal on November 10, 2010, revised and accepted for publication on March 22, 2011. bACkGround American youth, especially minority youth and those from economically disadvantaged urban communities, are facing an obesity epidemic.1,2 This is troubling given the ongoing connections between obesity and a host of chronic diseases.3 Unhealthy eating has been identified as a key contributor.4 Efforts have now turned to identifying locations and strategies that might effectively address the problem. Some proclaim that K-12 schooling offers one venue because most children attend schools for a significant time and schools seek to educate the whole child, including health and wellness. 1,4,5 In response, educators and public health professionals have developed school-based approaches to improving youth health. Many factors contribute to the effectiveness of school-based health initiatives, some of which include legislation (federal or state level), nutrition policies (e.g., state and school district wellness policies), and institutional support for nutrition education (e.g., providing necessary instructional resources or teacher professional development).2,4 Some initiativestake a system-wide approach, for example, the Coordinated Nate McCaughtry is an associate professor in the Department of Kinesiology, Health and Sport Studies, Wayne State University, Detroit, MI 48202; E-mail: natemccaughtry@wayne. edu. Mariane Fahlman is an associate professor in the Department of Kinesiology, Health and Sport Studies, Wayne State University, Detroit, MI 48202. Jeffrey J. Martin is a professor in the Department of Kinesiology, Health and Sport Studies, Wayne State University, Detroit, MI 48202. Bo Shen is an associate professor in the Department of Kinesiology, Health and Sport Studies, Wayne State University, MI 48202. 276 American Journal of Health Education—September/October 2011, Volume 42, No. 5 Nate McCaughtry, Mariane Fahlman,

FAQs

What intervention did the study evaluate?

The study evaluated a constructivist-oriented nutrition education program delivered through six lessons for urban middle school students.

How was the study designed?

A quasi-experimental design compared changes between intervention students (n=1,476) and a control group (n=656).

Which outcomes improved significantly, and which were resistant?

Dietary knowledge and self-efficacy showed significant group and time effects with group-by-time interactions. Dietary behaviors improved for fruits, vegetables, meats, and “other” food groups, while dairy and grains did not show the same change.

Oct 15, 2026

Upload by McGucket