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- Title
Obesity intervention programs among adolescents using social cognitive theory: a systematic literature review.
- Authors
Bagherniya, Mohammad; Taghipour, Ali; Sharma, Manoj; Sahebkar, Amirhossein; Contento, Isobel R.; Keshavarz, Seyed Ali; Darani, Firoozeh Mostafavi; Safarian, Mohammad
- Abstract
Social cognitive theory (SCT) is a well-known theory for designing nutrition education and physical activity programs for adolescents. This systematic review aimed to evaluate the efficacy of intervention studies based on SCT in reducing or preventing overweight and obesity in adolescents. An electronic literature search in PubMed-Medline, Web of Science and Scopus was performed to identify intervention studies based on SCT aiming at preventing or reducing obesity in adolescents. All the articles published up to July 2016 were included. Only studies reporting body mass index (BMI) or its variant as one of the outcome measures were included. From 240 initially identified studies, 12met the eligibility criteria. Seven had moderate or strong study quality. Two of the eight randomized controlled trials (RCT) and two of the four quasi-experimental studies showed significant reduction in BMI among intervened participants compared to control. Impacts on diet and physical activity were mixed, but were mostly not significant. The current systematic review found only weak evidence for the efficacy of SCT-based interventions in treating and preventing obesity in adolescents. Further studies systematically using effective behavior change strategies or techniques, larger population sizes, bettermeasurement tools andmore robust designs are warranted for a conclusive judgment.
- Subjects
ADOLESCENT obesity; SOCIAL cognitive theory; NUTRITION education; PHYSICAL activity; HEALTH care intervention (Social services); TEENAGERS; SECONDARY education; PREVENTION; BEHAVIOR modification; MEDLINE; SYSTEMATIC reviews; SOCIAL learning theory; BODY mass index; DATA analysis software; DESCRIPTIVE statistics; ADOLESCENCE
- Publication
Health Education Research, 2018, Vol 33, Issue 1, p26
- ISSN
0268-1153
- Publication type
Article
- DOI
10.1093/her/cyx079