Adölesan dönemde farklı beslenme eğitimi modellerinin şekerli içecek tüketimi, beden imajı ve yeme tutum davranışları üzerine etkisinin incelenmesi
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2023
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Adölesan dönem, bireylerin hem fiziksel hem de düşünce yapısı olarak büyüyüp geliştikleri, alışkanlıklar ve davranışlarıyla yetişkinliğin temellerini oluşturdukları bir süreçtir. Bu dönemde adölesanlara yönelik iyi uyarlanmış eğitim programları, gelecekte toplum sağlığının iyileştirilmesini önemli boyutta sağlayabilmektedir. Bu nedenle bu çalışmanın amacı, farklı beslenme eğitimi modellerinin şekerli içecek alımı, beden imajı ve yeme tutum davranışlarına etkisinin incelenerek eğitim modellerinin karşılaştırılmasıdır. Bu araştırmaya, Eylül-Kasım 2022 tarihleri arasında Silifke Anadolu Lisesi'nde 9.,10. ve 11. sınıf düzeyinde öğrenim gören 14-17 yaş aralığında bulunan gönüllü 147 kız, 87 erkek olmak üzere toplam 234 öğrenci dahil edilmiştir. Çalışmanın başında ve sonunda uygulanan veri toplama formu ile demografik özellikleri, antropometrik ölçümleri, hastalık ve ilaç kullanım durumlarını, beslenme alışkanlıklarına yönelik bilgiler, Yeme Tutum Testi, Hollanda Yeme Davranışı Ölçeği, Beden İmajı Ölçeği, Vücut Şekli Anketi ve üç günlük besin tüketim kaydı bilgileri toplanmıştır. Öğrenciler yüzyüze eğitim, online eğitim ve kontrol grubu olarak üç gruba ayrılmıştır. Kız öğrencilerin yaş ortalaması 15,2±0,95, erkek öğrencilerin yaş ortalaması 15,0±0,89 yıldır. Yüzyüze eğitim ve kontrol grubunda eğitim sonrasında BKİ persentil ortalamaları azalırken online eğitim verilen grupta artmıştır, gruplar arası farklılık anlamlı bulunmuştur (p<0,05). Yüzyüze eğitim, online eğitim ve kontrol grubunun üçünde de bireylerin eğitim sonrası bel/boy oranlarının anlamlı olarak azaldığı görülmüştür (p<0,05). Yüzyüze eğitim, online eğitim ve kontrol grubu olmak üzere her üç grupta eğitim sonrası günlük enerji, yağ, tekli doymamış yağ asitleri, çoklu doymamış yağ asitleri, karbonhidrat, sükroz, diyet posası, E vitamini, riboflavin, folat, C vitamini, pantotenik asit, sodyum potasyum, kalsiyum, magnezyum, fosfor ve demir alımları azalmış, protein, A vitamini, B12 alımları artmış ancak farklar istatistiksel olarak anlamlı bulunmamıştır (p>0,05). Yüzyüze eğitim alan bireylerde eğitim sonrasında meyveli kefir, online eğitim alan bireylerde aromalı süt, frozen, hoşaf ve komposto, kontrol grubu bireylerde şeker ilaveli kahve, meyveli kefir, hoşaf ve komposto alım miktarları artmıştır. Bireylerin eğitim sonrası bütün gruplarda gazlı içecek, hazır meyve suları, soğuk çay, meyveli soda, şeker ilaveli çay, sporcu içecekleri, enerji içecekleri ve milkshake alım miktarları azalmıştır ancak fark anlamlı bulunmamıştır (p>0,05). Eğitim öncesi ve sonrası Vücut Şekli Anketi sonuçları karşılaştırıldığında bireylerin beden memnuniyetsizliği dereceleri anlamlı düzeyde azalmıştır (p<0,05). Sonuç olarak verilen beslenme eğitimi modelleri arasında anlamlı bir farklılık bulunmadığı ancak her iki beslenme eğitimi modelinde de olumlu değişimler olduğu gözlemlenmiştir. Eğitim modeli farketmeksizin beslenme eğitimlerinin düzenli hale getirilmesinin öğrenciler üzerinde kalıcı olumlu etkiler bırakacağı düşünülmektedir.
Adolescence is a period in which individuals grow and develop both physically and mentally, and form the foundations of adulthood with their habits and behaviors. In this period, well-adapted education programs for adolescents can significantly improve public health in the future. Therefore, the aim of this study is to compare the education models by examining the effects of different nutrition education models on sugary drink intake, body image and eating attitude behaviors. A total of 234 students, 147 girls and 87 boys, aged 14-17, who were in the 9., 10., 11. grade of Silifke Anatolian High School between September and November 2022, were included in this study. With the data collection form applied at the beginning and end of the study, demographic characteristics, anthropometric measurements, disease and drug use status, information on nutritional habits, Eating Attitude Test, Dutch Eating Behavior Scale, Body Image Scale, Body Shape Questionnaire and three-day food consumption record information were collected. Students were divided into three groups as face-to-face education, online education and control group. The mean age of female students is 15.2±0.95 years, and the average age of male students is 15.0±0.89 years. While the mean BMI percentile decreased in the face-to-face training and control groups after the training, it increased in the online training group, and the difference between the groups was significant (p<0.05). In all three of the face-to-face education, online education and control groups, the waist/height ratios of the individuals decreased significantly after the education (p<0.05). After the training, all three groups: face-to-face training, online training and control groups, daily energy, fat, monounsaturated fatty acids, polyunsaturated fatty acids, carbohydrates, sucrose, dietary fiber, vitamin E, ribooflavin, folate, vitamin C, pantothenic acid, sodium fibers, calcium, barbecue, phosphorus and iron intakes decreased, protein, vitamin A, B12 intakes were predominantly, but the differences were not found as consuming (p>0.05). In individuals who received face-to-face training, the amount of fruit kefir increased, in individuals who received online training, flavored milk, frozen, compote and compote, and in the control group, the amount of coffee with added sugar, fruit kefir, compote and compote increased. After the training, the intake of carbonated beverages, instant fruit juices, cold tea, fruit soda, tea with added sugar, sports drinks, energy drinks and milkshakes decreased in all groups, but the difference was not significant (p>0.05). When the results of the Body Shape Questionnaire were compared before and after the training, the degree of body dissatisfaction of the individuals decreased significantly (p<0.05). As a result, it was observed that there was no significant difference between the nutrition education models given, but there were positive changes in both nutrition education models. Regardless of the education model, it is thought that regularization of nutrition education will have permanent positive effects on students.
Adolescence is a period in which individuals grow and develop both physically and mentally, and form the foundations of adulthood with their habits and behaviors. In this period, well-adapted education programs for adolescents can significantly improve public health in the future. Therefore, the aim of this study is to compare the education models by examining the effects of different nutrition education models on sugary drink intake, body image and eating attitude behaviors. A total of 234 students, 147 girls and 87 boys, aged 14-17, who were in the 9., 10., 11. grade of Silifke Anatolian High School between September and November 2022, were included in this study. With the data collection form applied at the beginning and end of the study, demographic characteristics, anthropometric measurements, disease and drug use status, information on nutritional habits, Eating Attitude Test, Dutch Eating Behavior Scale, Body Image Scale, Body Shape Questionnaire and three-day food consumption record information were collected. Students were divided into three groups as face-to-face education, online education and control group. The mean age of female students is 15.2±0.95 years, and the average age of male students is 15.0±0.89 years. While the mean BMI percentile decreased in the face-to-face training and control groups after the training, it increased in the online training group, and the difference between the groups was significant (p<0.05). In all three of the face-to-face education, online education and control groups, the waist/height ratios of the individuals decreased significantly after the education (p<0.05). After the training, all three groups: face-to-face training, online training and control groups, daily energy, fat, monounsaturated fatty acids, polyunsaturated fatty acids, carbohydrates, sucrose, dietary fiber, vitamin E, ribooflavin, folate, vitamin C, pantothenic acid, sodium fibers, calcium, barbecue, phosphorus and iron intakes decreased, protein, vitamin A, B12 intakes were predominantly, but the differences were not found as consuming (p>0.05). In individuals who received face-to-face training, the amount of fruit kefir increased, in individuals who received online training, flavored milk, frozen, compote and compote, and in the control group, the amount of coffee with added sugar, fruit kefir, compote and compote increased. After the training, the intake of carbonated beverages, instant fruit juices, cold tea, fruit soda, tea with added sugar, sports drinks, energy drinks and milkshakes decreased in all groups, but the difference was not significant (p>0.05). When the results of the Body Shape Questionnaire were compared before and after the training, the degree of body dissatisfaction of the individuals decreased significantly (p<0.05). As a result, it was observed that there was no significant difference between the nutrition education models given, but there were positive changes in both nutrition education models. Regardless of the education model, it is thought that regularization of nutrition education will have permanent positive effects on students.
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Keywords
Beslenme ve Diyetetik, Nutrition and Dietetics