The aim of this study was to apply key theoretical constructs from the Transtheoretical Model to daily consumption of at least five portions of fruit and vegetables among adolescent females.
A self‐report questionnaire was designed with regard to daily consumption of at least five portions of fruit and vegetables measuring stage of change, decisional balance and self‐efficacy. In total, 501 females aged 11 to 16 years old participated in the study.
The percentage of students classified into each stage was as follows: precontemplation 16.4; contemplation 38.5; preparation 11.8; action 13.4; and maintenance 20.0. Significant differences in pros and cons scores as well as self‐efficacy according to self‐classified stage of change were revealed (all p<.001). With advancing stage participants' scores for pros and self‐efficacy increased while cons scores decreased.
The results suggest that nutrition education that targets adolescent females may usefully draw on a stage‐based classification system in order to deliver more tailored and personally relevant interventions. Examination of the profile of pros and cons may assist in the identification of salient beliefs that may need to be either strengthened (i.e. pros) or challenged (i.e. cons). In addition, attention should also be given to implementing educational strategies that foster confidence in the ability to consumer at least five portions of fruit and vegetables daily.
This study presents the first application of the Transtheoretical Model to fruit and vegetable consumption in adolescent females. The results of the research can be used for nutrition education planning and development.
