تاثیر آموزش بر اساس تئوری عمل منطقی بر رفتارمادران دارای کودک دو تا پنج سال دچار سوءتغذیه در شهرستان سپیدان

Introduction: Studies showed that about 25 percent of children with less than 5 years of age were underweight to varying degrees in Iran. Mothers, as the most influential group in family education, play very significant roles in preventing growth retardation and regular monitoring. The aim of this study was to determine the effect of educational intervention based on reasoned action theory on the behavior of mothers with malnourished children. Methods: This experimental study was conducted on 130 mothers with malnourished 2-5 year-old children in Sepidan city. Participants were divided into two groups (65 in the case group and 65 in the control group). Data were collected using a questionnaire containing demographic data and a questionnaire based on the structures of the reasoned action theory. Data were analyzed by SPSS 16. Results: The mean score of attitude in the intervention group increased from 33.1± 5.2 to 38.5±3.8, their intention score from  24.4±3.3 to 30.03±3.1, and practice score from  31.6±4.9 to 42.5±3.8, which were statistically significant (p<0.001). However, the mean score of subjective norms increased from 31.4±5.5 to 32.7±5.3 and the difference was not statistically significant. The weight mean of children in the intervention and control groups were 1.1 ± 1.6 and 11.5 ± 1.5 kg before the intervention, respectively. After the intervention, the weight mean of children in the intervention group increased to 12.05±1.4, which was statistically significant. On the other hand, weight gain in children of the control group was not statistically significant. Conclusion: Educational intervention based on reasoned action theory was effective on behaviors of mothers with malnourished children. So, this theory can be used as an educational framework to prevent malnutrition in children.