| Using Self-Efficacy and the Transtheoretical Model as the framework, this study investigated the influence of a goal-setting and monitoring intervention on the cognitive and behavioral variables in students enrolled in nutrition courses. To help control mono-operation bias, courses with two different approaches to course sequencing and content were included. A pretest/posttest (i.e., eight page questionnaire) quasi-experimental design was utilized, with twelve weeks of the nutrition course serving as the intervention. Data was collected using the Block Eating Habits Screener, researcher-developed Self-Efficacy Scales, and stage of change tools. The Self-Efficacy Scales were: nutrition self-efficacy, social expectancy outcomes, physical (positive and negative) expectancy outcomes, and self-evaluation expectancy outcomes.; The overall participation rate for completion of both the pretest and posttest in the four courses was 74.5% (263 of 353 enrolled in courses). Over 80% entered the nutrition courses in a pre-action stage and ranked "interest" as the number two choice for enrollment.; The groups did not differ at baseline (MANOVA). There was no significant pretest to posttest score difference between the goal-setting and control groups. The concepts and course activities presented in the nutrition courses may have confounded the ability to measure effectiveness of the goal-setting treatment. The two courses differed significantly from each other on two variables. One course demonstrated an increase in self-evaluative expectancies, while the other had no change. The courses differed on positive physical expectancies, although neither group had a significant change in score from pretest to posttest.; Significant pretest to posttest differences were found for: decrease in dietary fat, increase in nutrition self-efficacy and social outcome expectancies, and advancement in stage of change. The largest effect size was for the increase in self-efficacy for nutrition knowledge, skills, and motivation.; Using MANOVA and two-step post hoc analysis, there was a significant difference across stage of change at pretest and posttest for: social expectancies, nutrition self-efficacy, and dietary fat. These results provide evidence further validating the effectiveness of nutrition interventions---in particular the positive cognitive and behavioral effects of university nutrition courses. |
