Eat for life : a quasi-experimental trial of a novel mindfulness-based intuitive eating intervention

2012 ◽  
Author(s):  
◽  
Hannah E. Bush
Keyword(s):  
Disordered Eating ◽  
Body Image Dissatisfaction ◽  
Intuitive Eating ◽  
Control Group ◽  
Mindful Eating ◽  
Adult Women ◽  
Wait List ◽  
Body Appreciation ◽  
Positive Effects ◽  
Quasi Experimental

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Adult women in the community experience a range of problematic relationships with food and their bodies. This is demonstrated in the high prevalence of obesity and overweight, disordered eating, and body image dissatisfaction. Existing interventions targeting these issues are limited in scope and targeted population. More holistic interventions that meet the range of needs of adult women in the community are needed. This study examines the efficacy of one such intervention, called Eat for Life. The Eat for Life program combines two innovative paradigms, intuitive eating and mindful eating, to help women develop a positive relationship with food and their bodies. The study hypothesized that participants in the Eat for Life program would demonstrate significantly better outcomes on a range of eating and weight-related measures than those in a wait-list control group. Results demonstrated that at post-10 weeks, Eat for Life participants demonstrated significantly greater scores on intuitive eating, mindfulness, and body appreciation and significantly lower scores on disordered eating than those in the wait-list group. Results also found mindfulness to serve as a partial mechanism of the significant differences between groups on the other measures. These findings have implications for the positive effects of intuitive and mindful eating in the treatment of a range of eating and weight-related issues.

Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

2021 ◽  
pp. 009164712110115
Author(s):  
Charissa H. W. Wong ◽  
Li Neng Lee ◽  
Alberto Pérez Pereiro
Keyword(s):  
Self Esteem ◽  
Control Group ◽  
Short Term ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Group Post ◽  
Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

scholarly journals The effect of the science classesenriched with art activities on academic achievementSanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya etkisi

2017 ◽  
Vol 14 (2) ◽  
pp. 1469
Author(s):  
Vesile Yıldız Demirtaş ◽  
Seda Çerik ◽  
Adem Maba
Keyword(s):  
Academic Achievement ◽  
Achievement Test ◽  
Control Group ◽  
Positive Effects ◽  
Written Examination ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Elective Course ◽  
Art Activities

The aim of the study is to reveal the effects of the classeswhich enriched with art activitieson academic achievement at the 5th grades. The research group consists of 37 students who determined the science applications course as an elective course in a public school in İzmir during 2015-2016 Education Fall Semester. In this study, from the trial models"Quasi-experimental desing, pre-post test without control group" was used. The data were collected with achievement test and written examination that prepared by researchers in order to measure academic achievement in science applications classes and also interviews that prepared by researchers used in order to determine the opinions of the students on the science applications enriched with art activities. As the results of the research there is a significant difference between the pretest-posttest findings and the pretest-permanency test results of the experimental group. As the results of the achievement test, it is concrete that these activities have positive effects on the students.  It can be said that the applications are effective when the students' interview questions are compared with the answers given by the students after the last application. ÖzetAraştırmanın amacı 5. sınıflarda sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya olan etkilerini ortaya çıkarmaktır. Araştırmanın çalışma grubunu 2015-2016 Öğretim Yılı Güz döneminde İzmir’de bir devlet okulunda bilim uygulamaları dersini seçmeli ders olarak belirleyen 37 öğrenci oluşturmaktadır.Bu araştırmada, deneme modellerinden “tek grup öntest-sontest kontrol grupsuz yarı deney deseni” kullanılmıştır. Veriler bilim uygulamaları dersindeki akademik başarıyı ölçmek amacıyla araştırmacılar tarafından hazırlanan bilim uygulamaları başarı testi ve yazılı yoklama ile öğrencilerin sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersine yönelik görüşlerini belirlemek amacıyla hazırlanan görüşme formu ile toplanmıştır.Araştırmada deney grubunun öntest-sontest sonuçlarında ve öntest-kalıcılık testi sonuçlarında anlamlı fark bulunmaktadır. Yapılan başarı testi sonucunda bu etkinliklerin öğrencileri olumlu etkilediği somut olarak ortaya çıkmıştır. Öğrencilerin görüşme sorularına ön uygulama ile son uygulama sonrası verdikleri cevaplar karşılaştırıldığında uygulamaların etkili olduğu söylenebilir. 

scholarly journals Increasing the Willingness to Participate in Organ Donation Through Humorous Health Communication: (Quasi-)Experimental Evidence

2020 ◽  
Author(s):  
Cornelia Betsch ◽  
Nora Katharina Küpke ◽  
Leonie Otten ◽  
Eckart von Hirschhausen
Keyword(s):  
Health Communication ◽  
Organ Donation ◽  
Causal Effect ◽  
Control Group ◽  
Willingness To Participate ◽  
Entertainment Education ◽  
Positive Effects ◽  
Neutral Information ◽  
Willingness To Donate ◽  
Quasi Experimental

Increasing people’s willingness to donate organs after their death requires effective communication strategies. In two preregistered studies, we assessed whether humorous entertainment education formats on organ donation elicit positive effects on knowledge, fears, attitudes, and behavioral intentions – both immediately after the treatment and four weeks later. We test whether perceived funniness mediates expected effects on attitudes and intentions. Study 1 is a quasi-experiment which uses a live medical comedy show (N = 3,964) as an entertainment education format, which either contained or did not contain information about organ donation. Study 2, a lab experiment, tests humor’s causal effect in a pre-post design with a control group (N = 144) in which the same content was provided in either a humorous or non-humorous way in an audio podcast. Results showed that humorous interventions per se were not more effective than neutral information, but that informing people about organ donation in general increased donation intentions, attitudes, and knowledge. However, humorous interventions were especially effective in reducing fears related to organ donation. The findings are discussed regarding the opportunities for sensitive health communication through entertainment education formats, psychological processes that humor triggers, and humor’s role in health communication formats.

scholarly journals The effects of music, relaxation and suggestion on tertiary students’ affect and achievement in learning Japanese as a Foreign Language

2008 ◽  
Vol 31 (2) ◽  
pp. 16.1-16.22
Author(s):  
Kuninori Shimbo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Accelerated Learning ◽  
Control Group ◽  
Original Form ◽  
Positive Effects ◽  
Language Classes ◽  
Quasi Experimental ◽  
Major Factors ◽  
Experimental Group

This study investigates the effects of the three major factors of Suggestopedia – music, relaxation and suggestion – on the students’ affect and development of communicative competence in tertiary Japanese language classes. A review of literature on Suggestopedia, the original form of Accelerated Learning (AL), shows that its effects are controversial, surrounded by misunderstanding and lack of appropriate evaluation. There is a need to clarify the nature of AL and the effects of its factors. Two existing classes were randomly assigned as a control group (n= 29) and an experimental group (n= 25). This quasi-experimental study lasted for 12 weeks with 3 stages of 4 weeks each. The results oft-tests showed that there existed no major significant differences between the two groups. When differences between each stage were examined carefully, however, it was found that self-concept increased significantly with the introduction of suggestion. The findings did not support the general claims that AL has positive effects on language learning, but it was found that among the three independent variables suggestion influenced students’ affect positively. The finding implies that the teacher’s positive messages are powerful tools to enhance students’ affect in learning a foreign language.

scholarly journals An Intuitive Eating Intervention Improves Dietary Restraint, Body Appreciation, and Intuitive Eating in Female Undergraduates: A Pilot Study

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 977-977
Author(s):  
Julia Katcher ◽  
Richard Suminski ◽  
Carly Pacanowski
Keyword(s):  
Disordered Eating ◽  
Emotional Eating ◽  
Dietary Restraint ◽  
The Body ◽  
Intuitive Eating ◽  
Body Appreciation ◽  
Post Intervention ◽  
Significance Level ◽  
Funding Sources

Abstract Objectives Dietary restraint and low body appreciation are common among female undergraduates and are related to disordered eating. Intuitive eating is an approach to eating that promotes listening to internal cues (e.g., hunger and fullness) and may help reduce disordered eating. It was hypothesized that an intuitive eating intervention would decrease levels of dietary restraint and increase levels of body appreciation and intuitive eating. Methods Fourteen female undergraduates were randomized to two groups. The intervention consisted of 5 weekly intuitive eating sessions led by two Registered Dietitians. One group received the intervention after the other. The Three-Factor Eating Questionnaire-18 (TFEQ-18) assessed dietary restraint across three subscales, the Body Appreciation Scale-2 (BAS-2) assessed body appreciation, and the Intuitive Eating Scale-2 (IES-2) assessed intuitive eating and its four subscales. SPSS v 26 software was used for analyses. Paired sample t-tests were run to examine within-participants changes in outcome variables pre- and post-intervention and at a 5-week follow-up. The significance level was set at .05. Results There was a significant decrease in TFEQ-18 subscales pre- to post-intervention, including cognitive restraint (61.5 ± 20.4 to 39.3 ± 18.0, P < .001), uncontrolled eating (55.8 ± 17.9 to 43.9 ± 10.1, P = .01), and emotional eating (68.3 ± 23.0 to 44.4 ± 18.5, P < .001). There was a significant increase in BAS-2 scores (3.1 ± 0.6 to 3.7 ± 0.5, P = .001) and all IES-2 subscales, including unconditional permission to eat (2.7 ± 0.7 to 3.8 ± 0.6, P < .001), eating for physical rather than emotional reasons (2.5 ± 0.6 to 3.3 ± 0.7, P < .001), relying on hunger and satiety cues (2.8 ± 0.7 to 3.7 ± 0.6, P < .001), body food-choice congruence (3.8 ± 0.6 to 4.1 ± 0.7, P = .02), and total IES-2 scores (2.8 ± 0.5 to 3.7 ± 0.5, P < .001), pre- to post-intervention. Post-intervention scores compared to the 5-week follow-up (n = 7) revealed no significant changes indicating that the pre- to post-intervention changes were sustained. Conclusions This study provides data suggesting that a 5-week intuitive eating intervention may help decrease dietary restraint and increase body appreciation and intuitive eating in female undergraduates. Intuitive eating may be a promising strategy to prevent disordered eating in undergraduates. Funding Sources No external funding.

scholarly journals The Effect of Mind Subtraction Meditation on Smartphone Addiction in School Children

2019 ◽  
Vol 11 (10) ◽  
pp. 16 ◽  
Author(s):  
Yang Gyeong Yoo ◽  
Min Jeong Lee ◽  
Boas Yu ◽  
Mi Ra Yun
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
School Children ◽  
Control Group ◽  
Smartphone Addiction ◽  
Post Intervention ◽  
Positive Effects ◽  
School Based ◽  
Quasi Experimental ◽  
Experimental Group

BACKGROUND: Aim of current study was to examine the effects of school-based mind subtraction meditation program on smartphone addiction tendency and mental health of third grade students in a South Korean elementary school. MATERIALS & METHODS: A quasi-experimental design with nonequivalent comparison groups was used. An experimental group (n = 24), who participated in the school-based meditation program, and a control group (n = 22), who did not participate in the program, were measured pre-test, post-test, and also three months after the completion of this study on smartphone addiction tendency and mental health. RESULTS: The study result showed a significant decrease in smartphone addiction tendency and also significant improvements in mental health variables of depression, anxiety, aggression, and impulsivity for the experimental group. These improvements were shown to continue even after the study completion when measured post-intervention at three months. CONCLUSION: This study demonstrated that the mind subtraction meditation program had positive effects on smartphone addiction tendency and mental health variables. It can be suggested from this study to recommend mind subtraction meditation as one of feasible strategies to prevent smartphone addiction and to improve mental health status in elementary school children. Further, this study meaningfully supports positive beneficial evidence of meditation program utilization in schools.

scholarly journals Avaliação da Eficácia de um Programa de Formação sobre Violência contra Crianças e Adolescentes

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Murilo Sabbag Moretti ◽  
Alex Sandro Gomes Pessoa
Keyword(s):  
Medical Students ◽  
Health Professionals ◽  
Intervention Program ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Postgraduate Students ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Level Of Training

Abstract: Introduction: Assistance in health services is often the first possibility for the identification of cases of Violence Against Children and Teenagers (VACT). Therefore, the aim of this article was to evaluate the effectiveness of an intervention program developed to enable students and health professionals to recognize and report cases of VACT. Additionally, we sought to verify at what level of training (undergraduate, postgraduate or working professional) such intervention would show the greatest effect. Method: This is a quasi-experimental study, of which design was based on the analysis of a non-equivalent Control Group (CG). The research included undergraduate medical students, postgraduate medical students attending pediatric residency and professionals working in health institutions. A total of 105 people participated, of which 89% were women. The participants were subsequently subdivided between the Experimental Group - EG (n = 60) and Control Group - CG (n = 45). A training program on the topic, consisting of 10 sessions (20h in total), was developed and applied with an EG. To assess the effectiveness of the intervention, a questionnaire was applied at previously determined periods (pre-test and post-test). The data were submitted to statistical analysis (descriptive analyses, t test and Tukey’s multiple comparison test), using the software R. Results: The post-test showed statistically significant changes in all dimensions evaluated with the EG, which proves that the intervention resulted in changes regarding the previous conceptions that the participants had about VACT. Additionally, when comparing the responses obtained in the questionnaires between the three EG groups (undergraduate, postgraduate students and working professionals), it was verified that there were no statistical differences between the groups, suggesting that educational programs have positive effects on all levels of training. Conclusions: This study showed that training programs can qualify the conception of students and health professionals, as well as help them feel more prepared to deal with the demands related to VACT. However, a collective effort is needed so that these contents are purposefully incorporated into the training process at all levels, from undergraduate school to continuing education.

scholarly journals The Effectiveness of Group Positive-Therapy (PPT) and Well-Being Therapy (WBT) on Attitude towards Drug Abuse in Patients under Methadone Maintenance Therapy

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Pirnia, B
Keyword(s):  
Drug Abuse ◽  
Maintenance Therapy ◽  
Methadone Maintenance ◽  
Well Being ◽  
Methadone Maintenance Therapy ◽  
Control Group ◽  
Test Analysis ◽  
Positive Effects ◽  
Significant Difference ◽  
Quasi Experimental

Treatment of substance abuse has been associated with many challenges. The aim of this study is to compare the effectiveness of group positive therapy (PPT) and well-being therapy (WBT) on attitude towards drug abuse in patients under methadone maintenance therapy. The present study is a quasi-experimental with pre-test and post test analysis and control group. The population was including all substance abusers in the city of Lavasan who were resident in the clinics center of city Lavasan. Participants included thirty-six men who were eligible for the study were chosen by random selection method and randomly allocated in three groups. Two groups received positive psychotherapy (PPT) and well-being therapy (WBT)for 2 months, 14 sessions of 1hours (Two times a week), while the control group received no therapy at all. Data were collected by Questionnaire of attitude to drug which was given to the test subjects before and after completion of the therapy. The collected data was put to one way variance analysis and Scheffe’s test. The study demonstrated that group positive therapy and well-being therapy had positive effects on the attitude towards drug abuse improvement in both groups who received interventions ( P<0.00001, F =16.03) in comparison to the control group. Actually, both methods were effective in boosting attitude towards drug. Both positive therapy and well-being therapy methods were found effective in decrease attitude towards drug abuse in patients under methadone maintenance therapy but have not a significant difference between the effectiveness positive-therapy and well-being therapy

scholarly journals Effects of an Active Learning Approach on Students’ Motivation in an Engineering Course

2019 ◽  
Vol 7 (3) ◽  
pp. 58
Author(s):  
Chosang Tendhar ◽  
Kusum Singh ◽  
Brett D. Jones
Keyword(s):  
Active Learning ◽  
Future Research ◽  
Control Group ◽  
Learning Approach ◽  
Learning Approaches ◽  
Positive Effects ◽  
Instructional Technique ◽  
Quasi Experimental ◽  
And Control ◽  
Compare And Contrast

Because there are many positive effects of active learning approaches on students’ motivation and achievement, some authors have recommended that these approaches be widely implemented. A research-intensive university located in the Mid-Atlantic US was interested in adopting this instructional technique, and therefore, experimented with it. The purpose of this quasi-experimental study was to compare and contrast the effects of an active learning approach on the motivation of students in a treatment and control group. The results of multiple independent sample t-tests showed that there were no statistically significant differences between the two groups on several motivation constructs. We provide explanations for the lack of significant differences, as well as discuss limitations and future research.

Sign in / Sign up

Export Citation Format

Share Document