TY - JOUR
T1 - The impact of web-based HOT (Healthy Outcomes for Teens) project on risk for type 2 diabetes
T2 - A randomized controlled trial
AU - Muzaffar, Henna
AU - Castelli, Darla M.
AU - Scherer, Jane
AU - Chapman-Novakofski, Karen
N1 - Publisher Copyright:
© Mary Ann Liebert, Inc. 2014.
PY - 2014/12/1
Y1 - 2014/12/1
N2 - Background: The HOT (Healthy Outcome for Teens) Project is an innovative online educational intervention for middle school children for prevention of diabetes and obesity by balancing food intake with physical activity. The objective was to improve knowledge, outcome expectations, self-efficacy, and self-reported food intake and skills and to compare a passive online learning (POL) control group with an active online learning (AOL) treatment group by implementing a social cognitive theory (SCT)-grounded online intervention. Subjects and Methods: In total, 214 participants were recruited from three middle schools. Full data were secured for 181 students. Six valid, reliable questionnaires were administered online, pre/post, to both the AOL and POL groups to assess knowledge gain, self-reported intake, and meal planning skills, as well as change in SCT constructs. Results: Subjects in the AOL group improved significantly for all five categories of planning a meal questionnaire (P=0.001) and also for outcome expectations for exercise (P=0.001). At postintervention, no significant differences were found for composite scores of exercise self-efficacy, weight efficacy lifestyle, and rapid eating assessment plan questionnaires between AOL versus POL (by Mann-Whitney test). Conclusions: We conclude that teens participating in the AOL version of the HOT Project intervention acquired skills for planning a meal and improved outcome expectations for exercise.
AB - Background: The HOT (Healthy Outcome for Teens) Project is an innovative online educational intervention for middle school children for prevention of diabetes and obesity by balancing food intake with physical activity. The objective was to improve knowledge, outcome expectations, self-efficacy, and self-reported food intake and skills and to compare a passive online learning (POL) control group with an active online learning (AOL) treatment group by implementing a social cognitive theory (SCT)-grounded online intervention. Subjects and Methods: In total, 214 participants were recruited from three middle schools. Full data were secured for 181 students. Six valid, reliable questionnaires were administered online, pre/post, to both the AOL and POL groups to assess knowledge gain, self-reported intake, and meal planning skills, as well as change in SCT constructs. Results: Subjects in the AOL group improved significantly for all five categories of planning a meal questionnaire (P=0.001) and also for outcome expectations for exercise (P=0.001). At postintervention, no significant differences were found for composite scores of exercise self-efficacy, weight efficacy lifestyle, and rapid eating assessment plan questionnaires between AOL versus POL (by Mann-Whitney test). Conclusions: We conclude that teens participating in the AOL version of the HOT Project intervention acquired skills for planning a meal and improved outcome expectations for exercise.
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U2 - 10.1089/dia.2014.0073
DO - 10.1089/dia.2014.0073
M3 - Article
C2 - 25127372
AN - SCOPUS:84914141992
SN - 1520-9156
VL - 16
SP - 846
EP - 852
JO - Diabetes Technology and Therapeutics
JF - Diabetes Technology and Therapeutics
IS - 12
ER -