Monroe Jessica T, Lofgren Ingrid E, Sartini Becky L, Greene Geoffrey W
1Department of Nutrition and Food Sciences,University of Rhode Island,10 Ranger Road,Ranger Hall,Kingston,RI 02881,USA.
2Department of Fisheries,Animal and Veterinary Sciences,University of Rhode Island,Center for Biotechnology & Life Sciences,Kingston,RI,USA.
Public Health Nutr. 2015 Sep;18(13):2368-78. doi: 10.1017/S1368980015002396. Epub 2015 Aug 18.
To investigate the effectiveness of an online, interactive intervention, referred to as the Green Eating (GE) Project, to motivate university students to adopt GE behaviours.
The study was quasi-experimental and integrated into courses for credit/extra credit. Courses were randomly stratified into experimental or non-treatment control. The 5-week intervention consisted of four modules based on different GE topics. Participants completed the GE survey at baseline (experimental, n 241; control, n 367) and post (experimental, n 187; control, n 304). The GE survey has been previously validated and consists of Transtheoretical Model constructs including stage of change (SOC), decisional balance (DB: Pros and Cons) and self-efficacy (SE: School and Home) as well as behaviours for GE. Modules contained basic information regarding each topic and knowledge items to assess content learning.
The GE Project took place at a public university in the north-eastern USA.
Participants were full-time students between the ages of 18 and 24 years.
The GE Project was effective in significantly increasing GE behaviours, DB Pros, SE School and knowledge in experimental compared with control, but did not reduce DB Cons or increase SE Home. Experimental participants were also more likely to be in later SOC for GE at post testing.
The GE Project was effective in increasing GE behaviours in university students. Motivating consumers towards adopting GE could assist in potentially mitigating negative consequences of the food system on the environment. Future research could tailor the intervention to participant SOC to further increase the effects or design the modules for other participants.
研究一种名为绿色饮食（GE）项目的在线互动干预措施，以激励大学生采取绿色饮食行为的有效性。
该研究为准实验性研究，并纳入了可获得学分/额外学分的课程中。课程被随机分层为实验组或非处理对照组。为期5周的干预包括基于不同绿色饮食主题的四个模块。参与者在基线时（实验组，n = 241；对照组，n = 367）和干预后（实验组，n = 187；对照组，n = 304）完成了绿色饮食调查。绿色饮食调查先前已经过验证，包括跨理论模型的构成要素，如改变阶段（SOC）、决策平衡（DB：利弊）和自我效能感（SE：学校和家庭）以及绿色饮食行为。各模块包含每个主题的基本信息和用于评估内容学习的知识项目。
绿色饮食项目在美国东北部的一所公立大学开展。
参与者为年龄在18至24岁之间的全日制学生。
与对照组相比，绿色饮食项目在显著增加实验组的绿色饮食行为、决策平衡中的益处、学校自我效能感和知识方面有效，但并未减少决策平衡中的弊端或增加家庭自我效能感。在干预后测试中，实验组参与者也更有可能处于绿色饮食的后期改变阶段。
绿色饮食项目在增加大学生的绿色饮食行为方面是有效的。激励消费者采用绿色饮食有助于潜在地减轻食品系统对环境的负面影响。未来的研究可以根据参与者的改变阶段调整干预措施，以进一步增强效果，或者为其他参与者设计模块。
