New parents do not always follow expert recommendations for introducing solid foods to their infant, which can lead to negative long-term health and behavioral outcomes for the infant. Interventions addressing more closely following these recommendations have been previously successful. This study examines ability to impact motivations, behavioral intentions, and self-efficacy related to complementary feeding practices in new parents by implementing a course (“Learning to Feed”) on infant feeding guidelines. Participants (n=9) in the course were new parents who have yet to begin the feeding process recruited via convenience sampling. From this study, data were gathered and analyzed using a mixed methods approach to measure motivations, behavioral intentions, and self-efficacy of new parents regarding introduction of solid foods to infants before and after participating in the course. New parents were found to have high behavioral intentions and confidence coming into the course. While there were no statistically significant changes in intentions or confidence related to breastfeeding or solids introduction from pre- to post-program, means on all intention and confidence scales increased. Qualitative results using the Theory of Planned Behavior indicated high value among course participants for applying lessons learned in the course. Future research should more closely determine the specific nutrition concerns and interests of the participants of the target population. Implementing across a wider demographic and socioeconomic audience with using culturally tailored recruitment methods could also indicate audience-specific impacts.
|Commitee:||Roy, Roudi, Dayne, Nancy|
|School:||California State University, Long Beach|
|Department:||Family and Consumer Sciences|
|School Location:||United States -- California|
|Source:||MAI 81/8(E), Masters Abstracts International|
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