Theory of Social Cognition in Food and Nutrition Education

Senior (College 4th year) ・Healthcare&Medicine ・APA

1. a) The program was about food security and nourishment education for adolescents by the theory of social cognition. The case study explains a pragmatic query, seeking to probe real-life trends. Precisely, the health education program regarded nutritional well-being for teenagers via the theory of social cognition. It aimed at developing educational resources, for instance; textbooks for middle and high schools, guidebooks for teachers on top of posters. Also, it applied the social cognitive theory along with descriptive statistics of primary data to disembark on a conclusion.

b) The program was implemented by the food and drug safety ministry, South Korea.

c) It targeted student adolescents in South Korea aged between 12 and 18 years.

2) The theory of social cognition seeks to clarify that, people mind actions along with sequences through observing a behavior performing model and the ensuing conduct. As such, it enables them to memorize the actions/proceedings along with the courses, consequently guiding their manners, extensively applied in the field of education, communication, and psychology. The primary implication is that information acquired is linked directly to what he/she sees, either by social relations, media influences, and personal experiences

Three factors were taken into account (behavioral, environmental, and personal).  The personal elements comprised of expectations of the outcomes, ending expectancies, and personal effectiveness. Expected results- low caffeine utilization lowered the adverse effects of high caffeine intake, for instance, high blood pressure, arrhythmias and reduced calcium assimilation. Ending expectancies- caffeine has attentiveness effect, consequently dietitians persistence on low caffeine intakes to improve the health of students. Personal effectiveness- students worked to clarify the consequences of high caffeine intake to others by role-playing. Behavioral capacity- a class bustle was set-up on how to verify the quantity of caffeine in drinks. Self-guideline- the content was keen on checking caffeine intake and coming up with one's intake level of caffeine.  Environmental factors incorporated observation to learn in the social surrounding. Observational learning- students experimented with their classmates by taking water or milk as an alternative to highly caffeinated drinks. School posters showing effects of caffeine overconsumption were created and posted to change the social environment.

3) The program/study was successful, despite the limitations, given that the objective was to come up with an educational Model regarding nourishment and food safety. The social cognitive theory was used successfully to develop materials for education, such as textbooks for middle and high schools, guidebooks for teachers, as well as school posters.

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