Nutritional Education of Anemia: Applying the Theory of Planned Behavior to Student Girls

Background: This study was conducted to determine how the theory of planned behavior (TPB) can be applied as a theoretical framework for managing iron deficiency anemia among student girls. Methods: This quasi-experimental study was conducted in descriptive and interventional phases on student girls residing in Fariman, Iran. In the descriptive phase, ۲۰۰ students were selected by multi-stage random sampling. In the intervention phase, ۸۰ students were randomly divided into experimental and control groups. Data were collected using two questionnaires. One questionnaire included questions about demographic variables, and the other was a TPB construct questionnaire. The educational program was held based on the TPB model for the intervention group in four sessions. The intervention was evaluated immediately and three months after the training session. The data were analyzed by SPSS ۲۰ using repeated measures, ANOVA, t-tests, and linear correlation. Results: In this study, the research sample consisted of ۲۰۰ student girls with a mean age of ۱۳.۱۱±۰.۵. Before the intervention, there was no statistically significant difference in the average preventive nutrition behavior score between the two groups (P>۰.۰۵). However, after the education in the intervention group, the subjective norm score and perceived behavioral control increased from ۸.۱۹±۰.۹۸ to ۸.۸۸±۱.۲ and from ۱۸.۱±۳.۶ to ۱۹.۸±۳.۳, respectively. In addition, intention and preventive behavior increased from ۱۴.۶±۲ to ۱۶.۰۵±۱.۹ and from ۲۴.۸±۴.۵ to ۲۶.۹±۴.۱, respectively. These differences were found to be statistically significant (P>۰.۰۵). Conclusion: The results of this study demonstrated that educational interventions based on the TPB model can be effective in promoting preventive behaviors for anemia.