Educational Intervention on Promoting Fruit and Vegetable Consumption Among Students

NCT ID: NCT07124637

Last Updated: 2025-08-15

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 205 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2023-04-25
• Study Completion Date: 2024-05-12

Brief Summary

The goal of this clinical trial is to learn if a multilevel blended educational intervention based on Social Cognitive Theory (SCT) can increase fruit and vegetable (F&V) consumption among female students.

The main questions it aims to answer are:

• Does an SCT-based educational program increase the daily amount of fruit and vegetable intake among adolescent girls?
• Does the intervention improve key cognitive-social constructs such as self-efficacy, self-regulation, knowledge, behavioral skills, and social support related to healthy eating? Researchers will compare students in the intervention group who receive seven 60-minute blended sessions (including face-to-face and WhatsApp-based education) tailored according to SCT constructs to a control group receiving no intervention.

Participants will:

• Attend scheduled educational sessions covering nutrition knowledge, skill-building (e.g., meal preparation with F&V), and behavior change strategies.
• Participate in activities designed to enhance self-efficacy, observational learning, and social support for healthy eating.
• Complete validated questionnaires assessing F&V intake and SCT-related cognitive-social constructs before and two months after the intervention.

This study evaluates whether integrating theory-driven, multilevel interventions in schools is effective in promoting healthier dietary habits among adolescent girls, especially in a resource-constrained setting.

Detailed Description

This cluster-randomized controlled trial was conducted from April 2023 to October 2024 in four public middle schools in Seydun, Khuzestan Province, Iran. The primary aim was to evaluate the effectiveness of a multilevel blended educational intervention based on Social Cognitive Theory (SCT) in increasing fruit and vegetable (F&V) consumption among female students in grades 7 to 9.

Study Design and Setting:

A two-group parallel design was employed. Four public middle schools in Seydun were randomly assigned by cluster randomization: two schools to the intervention arm and two schools to the control arm. This design minimized contamination and strengthened internal validity. The intervention spanned eight weeks, delivered through a blended format combining in-person sessions and virtual meetings via WhatsApp.

Participants and Sampling:

The target population included all female students in grades 7, 8, and 9 attending the selected schools. Multistage sampling was performed. Initially, schools were randomly chosen, and then from each grade, students were selected by convenience sampling to reach the calculated sample size. Eligibility criteria included absence of nutrition-related diseases (such as diabetes or morbid obesity), no participation in concurrent similar educational programs, smartphone access for virtual components, residency in Seydun city, and provision of informed consent by both students and their parents.

A total of 252 students were initially enrolled (126 in each arm). Following attrition due to withdrawal, incomplete questionnaires, and other reasons, 205 participants completed the study (104 in intervention, 101 in control).

Intervention:

The intervention was designed and implemented based on the Social Cognitive Theory framework, targeting multiple levels of influence on dietary behaviors including individual cognition, social support, and environmental conditions.

Seven 60-minute sessions were delivered over approximately two months. These sessions employed various teaching methods: lectures, group discussions, Q&A, drawing activities, audiovisual clips, small texts, slides, posters, and pamphlets. Content was tailored using baseline pre-test data and SCT constructs such as self-efficacy, self-regulation, outcome expectations and values, behavioral skills, observational learning, environmental influences, and social support.

In addition to direct education, the program worked collaboratively with parents and school staff. Parent workshops emphasized creating a supportive home environment by encouraging regular provision of fresh fruits and vegetables and reducing availability of unhealthy snacks. School cafeteria staff were engaged to improve accessibility to healthy food options. Student groups promoting healthy eating were also formed to foster peer support and positive norms.

The control group received no educational intervention but completed baseline and follow-up questionnaires at similar time intervals.

Data Collection Instruments:

Data were collected using a comprehensive, researcher-developed questionnaire validated for this population. It comprised:

Demographic and background characteristics (age, BMI, parental education and occupation, household income, etc.) Dietary intake frequency of various fruits and vegetables measured on a 6-point scale (0 = none to 5 = 5 or more servings per day)

• SCT constructs assessed by multiple scales:
• Self-efficacy (6 items)
• Self-regulation (4 items)
• Observational learning (4 items)
• Outcome expectations (9 items)
• Outcome values (7 items)
• Knowledge (14 items with multiple-choice and true/false questions)
• Behavioral skills (3 items)
• Environmental conditions (8 items)
• Social support (4 items) Responses used Likert scales ranging from 1 (strongly disagree/never) to 5 (strongly agree/always). The questionnaire demonstrated high validity and reliability (Cronbach's alpha = 0.92).

Procedures:

After obtaining ethics committee approval, informed consent was secured. Baseline data collection was conducted before the intervention in both groups. The intervention group participated in the blended educational program while the control group did not receive education.

Follow-up data collection occurred two months post-intervention using the same questionnaire tools. Data quality control included filtering incomplete questionnaires, answer time thresholds to ensure validity, and attrition monitoring.

Statistical Analysis:

Data normality was tested using Kolmogorov-Smirnov tests. Descriptive statistics summarized participant characteristics. Chi-square and Fisher's exact tests compared categorical variables between groups. Independent t-tests assessed intergroup differences in quantitative measures. Paired t-tests evaluated within-group changes. Analysis of covariance (ANCOVA) was performed to adjust for baseline differences when assessing intervention effects on F&V consumption.

Conditions

Promoting on Fruit and Vegetable Consumption

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: PREVENTION
• Blinding Strategy: DOUBLE

Study Groups

Arm 1: Intervention Group

Female students in grades 7-9 received a multilevel educational intervention based on Social Cognitive Theory to increase fruit and vegetable consumption. The program included seven 60-minute sessions that were delivered both face-to-face at schools and virtually via WhatsApp, focusing on enhancing constructs of Social Cognitive Theory. Parents received online training and supportive text messages. School staff cooperated to improve access to fruits and vegetables and displayed educational materials to reinforce behavior change.

Group Type: EXPERIMENTAL

Multicomponent Social Cognitive Theory-Based Educational Program to Increase Fruit and Vegetable consumption in Students

Intervention Type: BEHAVIORAL

This multilevel blended educational intervention applies Social Cognitive Theory (SCT) to increase fruit/vegetable (F/V) intake among female middle school students. The 8-week program includes:

A) Student Components:

• Seven 60-minute sessions (4 in-person, 3 WhatsApp-delivered)
• Interactive activities: cooking demonstrations, goal-setting workshops, and educational games
• SCT-focused content: self-efficacy building, outcome expectation modification

B) Parental Engagement:

• Weekly SMS nutrition tips
• Two virtual workshops on creating F/V-supportive home environments
• School Environment Modifications:
• Cafeteria redesign to promote F/V accessibility
• Peer-led 'Healthy Eating Ambassador' program

Unique aspects distinguishing this intervention:

• First SCT-based program specifically adapted for Iranian adolescent females
• Dual delivery (in-person + digital) optimized for school settings
• Simultaneously targets individual, social, and environmental determinants.

Arm 2: Control Group

Participants in this arm are female students in grades 7 to 9 who do not receive any educational intervention during the study period. They complete the same baseline and follow-up assessments as the intervention group but continue their usual activities without additional programs related to diet or nutrition.

Intervention Details:

No intervention provided Participate in data collection before and two months after the intervention period.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Multicomponent Social Cognitive Theory-Based Educational Program to Increase Fruit and Vegetable consumption in Students

This multilevel blended educational intervention applies Social Cognitive Theory (SCT) to increase fruit/vegetable (F/V) intake among female middle school students. The 8-week program includes:

A) Student Components:

• Seven 60-minute sessions (4 in-person, 3 WhatsApp-delivered)
• Interactive activities: cooking demonstrations, goal-setting workshops, and educational games
• SCT-focused content: self-efficacy building, outcome expectation modification

B) Parental Engagement:

• Weekly SMS nutrition tips
• Two virtual workshops on creating F/V-supportive home environments
• School Environment Modifications:
• Cafeteria redesign to promote F/V accessibility
• Peer-led 'Healthy Eating Ambassador' program

Unique aspects distinguishing this intervention:

• First SCT-based program specifically adapted for Iranian adolescent females
• Dual delivery (in-person + digital) optimized for school settings
• Simultaneously targets individual, social, and environmental determinants.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Free of nutrition-related diseases,
• Not following any special diets or weight loss programs,
• Provided informed consent to participate,
• Possess a smartphone compatible with the educational application,
• Residents of Seydun city,
• Not currently participating in similar educational programs.

Exclusion Criteria

• Incomplete or invalid questionnaire responses (e.g., response time less than 7 minutes),
• Absence from more than one educational session,
• Voluntary withdrawal from the study.

• Eligible Sex: FEMALE
• Accepts Healthy Volunteers: Yes

Sponsors

Ahvaz Jundishapur University of Medical Sciences

OTHER

Sponsor Role: lead

Responsible Party

Arash Salahshouri

Faculty member

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Arash Salahshouri, Ph.D.

Role: PRINCIPAL_INVESTIGATOR

Ahvaz Jundishapur University of Medical Sciences

Locations

Seydun Public Schools

Ahvāz, Khouzestan, Iran

Countries

Iran

Other Identifiers

IR.AJUMS.REC.1402.106

Identifier Type: -

Identifier Source: org_study_id