Online College Energy Balance Course Improves Determinants of Behavior and Student Knowledge

Abstract

The objectives of this study were to (a) determine the effectiveness of a science-based, online, interactive, energy balance course and intervention at improving energy balance knowledge and determinants of behavior associated with eating a healthy diet and meeting physical activity recommendations and (b) to assess to what extent applications of behavioral theory are perceived by students to influence their knowledge and motivation/ability to eat a healthy diet and meet physical activity recommendations. A framework of behavioral theory was used to guide the selection of course strategies to improve goal-setting and self-regulation skills and to improve self-efficacy toward eating a healthy diet and meeting physical activity recommendations. A quasi-experimental study design was used to compare the responses to pre/post energy balance knowledge assessments and self-perceptions surveys of course participants (33) and non-course participants (26) ages 18 to 25. Paired samples t-tests compared pre/post responses to knowledge assessments and self-perception surveys. Independent samples t-tests compared mean changes in responses of the participants and the non-participants. Significant increases were observed in energy balance knowledge (P < 0.001), attitude (P = 0.006), and perceived behavioral control (P = 0.004) toward eating a healthy diet in the course participants when compared to course non-participants. Diet and physical activity recalls and analysis were perceived by students to have the greatest influence on motivation/ ability to engage in targeted behaviors. The results of this study demonstrate that a science-based, online, interactive, energy balance course developed from behavioral theory can be effective at improving energy balance knowledge and dietary attitude and perceived behavioral control.