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Evaluation Review
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Nutrition Behavior Change

Outcomes of an Educational Approach

Patricia K. Edwards

Virginia Polytechnic Institute and State University

Alan C. Acock

Louisiana State University

Robert L. Johnston

Virginia Polytechnic Institute and State University

This study addresses four issues in the evaluation of nutrition education programs: (1) the reliability of knowledge, belief, and behavior scales; (2) the effectiveness of programs targeted to the general public; (3) the longitudinal effects of nutrition education interventions; and (4) the relationship between changes in the cognitive, belief, and behavioral domains. Our findings indicate that reliable knowledge and behavior scales can be developed, but that the internal consistency of belief scales are more problematic. Moreover, improvements in all three domains can be attained with an heterogenous target audience. Although knowledge deterioriates after the course is completed, beliefs remain stable and nutrition behavior continues to improve significantly. Finally, changes in knowledge and beliefs are influential on changes in behavior as a result of the course, but postcourse changes in knowledge and beliefs are not associated with changes in behavior.

Evaluation Review, Vol. 9, No. 4, 441-459 (1985)
DOI: 10.1177/0193841X8500900404
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