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dc.contributor.authorDennis, EAen_US
dc.contributor.authorPotter, KLen_US
dc.contributor.authorEstabrooks, PAen_US
dc.contributor.authorDavy, BMen_US
dc.coverage.spatialUnited Statesen_US
dc.date.accessioned2017-01-08T21:26:42Z
dc.date.available2017-01-08T21:26:42Z
dc.date.issued2012en_US
dc.identifier.urihttp://hdl.handle.net/10919/74018
dc.description.abstractThe college transition represents a critical period for maintaining a healthy weight, yet intervention participation and retention represent significant challenges. The objective of this investigation was to evaluate the preliminary efficacy and acceptability of two interventions to prevent freshman weight gain. One intervention provided opportunities to improve outcome expectations and self-efficacy within a social cognitive theory framework (SCT), while the other targeted the same variables but focused on explicit training in self-regulation skills (SCTSR). Methods. Freshmen (n = 45) aged >18 years were randomized to a 14-week intervention, SCT or SCTSR; both included online modules and in-class meetings. Of the 45 students randomized, 5 withdrew before the classes began and 39 completed pre- and posttesting. Primary outcomes included body weight/composition, health behaviors, and program acceptability. Analyses included independent sample t-tests, repeated measures ANOVA, and bivariate correlational analyses. Results. Body weight increased over the 14-week period, but there was no group difference. Percent body fat increased in SCTSR but not SCT (mean difference: SCTSR, +1.63 ± 0.52%; SCT, -0.25 ± 0.45%; P = 0.01). Class attendance was 100% (SCTSR) and 98% (SCT); SCTSR students (>50%) remarked that the online tracking required "too much time." Conclusions. The intervention was well received, although there were no improvements in weight outcomes.en_US
dc.format.extent803769 - ? page(s)en_US
dc.languageengen_US
dc.relation.urihttp://www.ncbi.nlm.nih.gov/pubmed/22778919en_US
dc.titleWeight Gain Prevention for College Freshmen: Comparing Two Social Cognitive Theory-Based Interventions with and without Explicit Self-Regulation Trainingen_US
dc.typeArticle - Refereed
dc.description.versionPublished (Publication status)en_US
dc.title.serialJ Obesen_US
dc.identifier.doihttps://doi.org/10.1155/2012/803769
dc.identifier.volume2012en_US
dc.identifier.eissn2090-0716en_US
pubs.organisational-group/Virginia Tech
pubs.organisational-group/Virginia Tech/Agriculture & Life Sciences
pubs.organisational-group/Virginia Tech/Agriculture & Life Sciences/CALS T&R Faculty
pubs.organisational-group/Virginia Tech/Agriculture & Life Sciences/Human Nutrition, Foods, & Exercise
pubs.organisational-group/Virginia Tech/All T&R Faculty


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