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    "textoCompleto" => "<span class="elsevierStyleSections"><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0035">Introduction</span><p id="par0005" class="elsevierStylePara elsevierViewall">Self-Determination Theory &#40;SDT&#41; is an important concept in predicting behavior and its consequences&#46;<a class="elsevierStyleCrossRef" href="#bib0105"><span class="elsevierStyleSup">1</span></a> This theory has several sub-theories but is widely known as a theory of motivation and self-regulation involving a social context&#46;<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">2</span></a> SDT has been widely applied in various fields&#44; including in the world of work&#44; education&#44; sports&#44; and health&#46;<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">3</span></a> SDT emphasizes motivation as an important thing in realizing healthy behavior&#44; which in turn will have a positive impact on health&#46;<a class="elsevierStyleCrossRef" href="#bib0120"><span class="elsevierStyleSup">4</span></a></p><p id="par0010" class="elsevierStylePara elsevierViewall">SDT was introduced by Deci and Ryan who emphasized behavior change based on their desires&#46;<a class="elsevierStyleCrossRef" href="#bib0125"><span class="elsevierStyleSup">5</span></a> SDT distinguishes between types of behavior regulation based on the underlying motivations of the individual&#44; which are divided into intrinsic motivation&#44; extrinsic motivation&#44; and no motivation &#40;<span class="elsevierStyleItalic">amotivation</span>&#41;&#46; When a behavior follows the basic human need for autonomy&#44; competence&#44; and relatedness&#44; individuals are said to experience intrinsic motivation&#44; which means they have self-determination&#46;<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">6</span></a></p><p id="par0015" class="elsevierStylePara elsevierViewall">Intrinsic motivation is associated with controlled or less autonomous behaviors&#46;<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">3</span></a> However&#44; SDT distinguishes four types of regulation based on the degree of internalization&#44; which suggests that the more fully internalized and integrated with oneself&#44; the more it will become the basis for autonomous behavior&#46; External regulation refers to individual behavior that is influenced by rewards or threats from outside so that it affects intrinsic motivation&#46; Introjected regulation&#44; namely behavior is determined by the pressure imposed on oneself for avoiding feelings of persistence&#46; Identified regulation refers to the acceptance of the value of behavior as of personal importance&#46; Integrated regulation refers to existing values that are integrated with other aspects of a person&#44; including personal values&#46;<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">3</span></a></p><p id="par0020" class="elsevierStylePara elsevierViewall">Autonomy motivation becomes a supporter of carrying out various health behaviors&#46;<a class="elsevierStyleCrossRef" href="#bib0135"><span class="elsevierStyleSup">7</span></a> This intrinsic motivation provides an impetus for increased autonomy motivation leading to more effective autonomy motivation&#46;<a class="elsevierStyleCrossRef" href="#bib0140"><span class="elsevierStyleSup">8</span></a> One of them is by providing nutrition education&#46;<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">9</span></a></p><p id="par0025" class="elsevierStylePara elsevierViewall">Increasing autonomy has been shown to have positive health effects&#46; The systematic review conducted by Teixeira&#44; et al&#46; Shows better autonomy as a predictor for changes in body weight and physical activity&#46;<a class="elsevierStyleCrossRef" href="#bib0150"><span class="elsevierStyleSup">10</span></a> This support is also evident in efforts to quit smoking&#44;<a class="elsevierStyleCrossRef" href="#bib0155"><span class="elsevierStyleSup">11</span></a> diet&#44;<a class="elsevierStyleCrossRef" href="#bib0160"><span class="elsevierStyleSup">12</span></a> and intake of vegetables&#44; fruit&#46;<a class="elsevierStyleCrossRef" href="#bib0165"><span class="elsevierStyleSup">13</span></a></p><p id="par0030" class="elsevierStylePara elsevierViewall">Several studies have conducted nutrition education by applying the concept of self-determination theory by comparing the intervention group with the non-intervention group&#46;<a class="elsevierStyleCrossRef" href="#bib0170"><span class="elsevierStyleSup">14</span></a> This study aims to compare the interventions that have been carried out by the government&#44; namely the provision of balanced nutrition leaflets with balanced nutrition modules by applying the concept of self-determination theory&#46;</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0040">Methods</span><p id="par0035" class="elsevierStylePara elsevierViewall">A pre-post interventional study was carried out among civil servant teachers in Makassar City&#46; A complete description of the research design and data collection has been described in previously published studies&#46;<a class="elsevierStyleCrossRef" href="#bib0175"><span class="elsevierStyleSup">15</span></a> The questionnaire used in this study was revalidated TSRQ<a class="elsevierStyleCrossRef" href="#bib0180"><span class="elsevierStyleSup">16</span></a> in Indonesian text with reliability &#40;Cronbach alpha&#41; of 0&#46;756<a class="elsevierStyleCrossRef" href="#bib0175"><span class="elsevierStyleSup">15</span></a>&#46; The modules are prepared based on the balanced nutrition guidelines issued by the Ministry of Health&#46;<a class="elsevierStyleCrossRef" href="#bib0185"><span class="elsevierStyleSup">17</span></a> The development of modules is through literature reviews and FGDs conducted at one of the schools in Makassar City&#46; The study uses Calendar and Poster&#46;</p><p id="par0040" class="elsevierStylePara elsevierViewall">The intervention activity was carried out once&#47;month for 4 months&#46; Following the SDT concept&#44; each intervention activity will implement the following&#58; &#40;1&#41; this change &#8220;can&#8221; be done&#44; not &#8220;must&#8221; be done&#44; &#40;2&#41; emphasizes that attendance at this seminar is important&#44; &#40;3&#41; provide respondents with several choices of methods for changing behavior&#44; &#40;4&#41; support every decision of the respondent&#44; while still providing an overview of the choice of behavior and the results to be obtained&#44; &#40;5&#41; encourage participants to adapt their choices to their lifestyle &#40;6&#41; give positive feedback&#44; to all their decisions&#46;</p></span><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0045">Result</span><p id="par0045" class="elsevierStylePara elsevierViewall">Demographic characteristics can be seen from the variables of gender&#44; age group&#44; marital status&#44; income&#44; and education level&#46; Based on the results of the bivariate analysis on demographic characteristics variables&#44; it shows that there is no significant difference between the intervention group and the control group &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#62;<span class="elsevierStyleHsp" style=""></span>0&#46;05&#41;&#46; This means that both groups are in the same condition before the intervention &#40;<a class="elsevierStyleCrossRef" href="#tbl0005">Table 1</a>&#41;&#46;</p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia><p id="par0050" class="elsevierStylePara elsevierViewall"><a class="elsevierStyleCrossRef" href="#tbl0010">Table 2</a> shows that in the autonomy variable of the intervention group&#44; the mean value before the intervention was 38&#46;4<span class="elsevierStyleHsp" style=""></span>&#177;<span class="elsevierStyleHsp" style=""></span>3&#46;4 and after the intervention was 39&#46;5<span class="elsevierStyleHsp" style=""></span>&#177;<span class="elsevierStyleHsp" style=""></span>2&#46;9 with a value of <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;034&#46; 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Whereas in the control group&#44; the mean value before the intervention was 26&#46;6<span class="elsevierStyleHsp" style=""></span>&#177;<span class="elsevierStyleHsp" style=""></span>6&#46;4 and after the intervention was 28&#46;6<span class="elsevierStyleHsp" style=""></span>&#177;<span class="elsevierStyleHsp" style=""></span>5&#46;6 with <span class="elsevierStyleItalic">p</span>-value<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;060&#46; <span class="elsevierStyleItalic">Amotivation</span> variable in the intervention group&#44; the mean value before the intervention was 11&#46;4<span class="elsevierStyleHsp" style=""></span>&#177;<span class="elsevierStyleHsp" style=""></span>4&#46;1&#44; and after the intervention was 9&#46;8<span class="elsevierStyleHsp" style=""></span>&#177;<span class="elsevierStyleHsp" style=""></span>3&#46;1 with <span class="elsevierStyleItalic">p</span>-value<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;050&#46; Whereas in the control group&#44; the mean value before the intervention was 11&#46;2<span class="elsevierStyleHsp" style=""></span>&#177;<span class="elsevierStyleHsp" style=""></span>3&#46;7 and after the intervention was 10&#46;2<span class="elsevierStyleHsp" style=""></span>&#177;<span class="elsevierStyleHsp" style=""></span>3&#46;0 with a value of <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;077&#46; There is no difference in changes in autonomy&#44; control&#44; and motivation in both the intervention group and the control &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#62;<span class="elsevierStyleHsp" style=""></span>0&#46;05&#41;&#46;</p><elsevierMultimedia ident="tbl0010"></elsevierMultimedia><p id="par0055" class="elsevierStylePara elsevierViewall">In <a class="elsevierStyleCrossRef" href="#tbl0010">Table 2</a> it can also be seen that the changes that have occurred are seen from the results of the pre-test and post-test&#46; There is an increase in the post-test score on the aspect of autonomy regulation&#46; In the controlled aspect&#44; there was also an increase but the <span class="elsevierStyleItalic">p</span>-value was not significant&#46; Meanwhile&#44; in the <span class="elsevierStyleItalic">amotivation</span> aspect&#44; there was a decrease although it was also not significant based on the results of the statistical test&#46;</p><p id="par0060" class="elsevierStylePara elsevierViewall">Furthermore&#44; the participants&#8217; responses based on the question items from the TRSQ scale during the pre-test and post-test were described descriptively&#44; particularly in the aspect of autonomy regulation which experienced a significant increase&#46; <a class="elsevierStyleCrossRef" href="#fig0005">Fig&#46; 1</a> shows that concerning perceptions of personal responsibility for health&#44; there is not much difference between the two groups&#46; It appears that some participants from the intervention group became more or less consistent with this view because the responses were more spread out over several numerical levels&#46; Besides&#44; if you look at the responses that strongly agree with the statement&#44; the number of responses decreased at the post-test in the intervention group although not much&#46;</p><elsevierMultimedia ident="fig0005"></elsevierMultimedia><p id="par0065" class="elsevierStylePara elsevierViewall"><a class="elsevierStyleCrossRef" href="#fig0010">Fig&#46; 2</a> shows the response patterns of the two groups which do not differ much&#46; Nonetheless&#44; in the intervention group&#44; the belief that balanced nutrition guidelines were best for individual health was seen to improve significantly after the intervention&#46; Furthermore&#44; there is no significant difference from <a class="elsevierStyleCrossRef" href="#fig0015">Fig&#46; 3</a> which shows that beliefs about PGS as the best program for health do not differ significantly between the intervention and control groups&#46; The post-test results also showed significant positive changes in both groups&#46;</p><elsevierMultimedia ident="fig0010"></elsevierMultimedia><elsevierMultimedia ident="fig0015"></elsevierMultimedia></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0050">Discussion</span><p id="par0070" class="elsevierStylePara elsevierViewall">The results showed that there was a significant difference in autonomy in the group given nutrition education by applying the concept of self-determination theory compared to the control group &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;034 vs&#46; 0&#46;126&#41;&#46; This shows that the SDT concept-based nutrition education program can indeed improve participant self-regulation in which participants become more intrinsically motivated or show more autonomy to improve the quality of their health&#46; One of the dominant areas o applied research in SDT is research in the field of health behaviors which aims to promote and direct a person to adopt healthy behaviors&#44; including those related to a healthy diet&#44; regular physical activity&#44; prevention of obesity&#44; and cardiovascular disease and reducing tobacco consumption&#46;<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">2</span></a> Several studies have also demonstrated the role of autonomous self-regulation and autonomy support in promoting greater motivation and persistence in physical activity&#44; and SDT has been applied in physical education&#44; health promotion&#44; and formation settings around the world&#46;<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">2</span></a></p><p id="par0075" class="elsevierStylePara elsevierViewall">This study is also in line with research conducted by Rubak&#44; et al&#46; On patients with type 2 diabetes&#44; which showed an increase in autonomy support after motivation&#46;<a class="elsevierStyleCrossRef" href="#bib0190"><span class="elsevierStyleSup">18</span></a> The education module was compiled&#44; applying the SDT concept developed by Deci and Ryan&#46;<a class="elsevierStyleCrossRef" href="#bib0125"><span class="elsevierStyleSup">5</span></a> This concept emphasizes the autonomy aspect&#44; namely changes based on their desires&#44; without coercion from outside&#44; thus the source of behavior change comes from within the individual himself&#46; Several studies related to health problems have been conducted and have shown significant results in behavior change&#46;<a class="elsevierStyleCrossRef" href="#bib0140"><span class="elsevierStyleSup">8</span></a></p><p id="par0080" class="elsevierStylePara elsevierViewall">It is important to emphasize changes in autonomy in self-regulation&#46; Changes in behavior that are based on the desire of oneself have an impact on the continuity of these changes in behavior&#44; which are continuously carried out&#46; This is very important&#44; especially in promoting health behavior&#46;<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">3</span></a> In the &#8220;wheel of behavioral change&#8221; method&#44; one of the most important aspects of behavior change is motivation&#46;<a class="elsevierStyleCrossRef" href="#bib0145"><span class="elsevierStyleSup">9</span></a> In this self-determination theory&#44; it is known that there are three basic human needs&#44; namely autonomy&#44; competence&#44; and connectedness &#40;relatedness&#41;&#46; Thus&#44; if individual behavior can meet these needs&#44; individuals tend to be intrinsically motivated&#46; Thus&#44; fostering autonomy essentially helps to promote intrinsic motivation&#46; Autonomy support provided by doctors or other practitioners can predict patient autonomy and perceived competence&#44; which in turn predicts changes in health behavior that are maintained&#44; as well as the concrete fulfillment of certain health indicators&#46;<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">2</span></a></p><p id="par0085" class="elsevierStylePara elsevierViewall">In each meeting&#44; the facilitator provides examples of practices that can be done&#46; Providing relaxation practices after sitting for several hours&#44; showing examples of local fruits that can be found at any time&#44; providing samples of packaging materials&#44; and how to read labels are some of the practices practiced during the intervention&#46; The facilitator in this case can also play a role in improving the relatedness aspect because the participants feel supported&#46; Likewise with the presence of other people who participated in the same program&#46; Even though this is controlled regulation&#44; as explained in the introduction&#44; extrinsic motivation can become more intrinsic when finally the perceived relatedness makes the behavior identified as acceptable behavior and integrated with personal beliefs&#46; Moreover&#44; it is supported by the sense of competence that is possessed because of the nutritional education process that is provided&#46;</p><p id="par0090" class="elsevierStylePara elsevierViewall">Effective self-regulation is the foundation of healthy psychological functioning&#46; People who fail in self-regulation will experience control over their thoughts&#44; feelings&#44; and behaviors&#46;<a class="elsevierStyleCrossRef" href="#bib0195"><span class="elsevierStyleSup">19</span></a> A meta-analysis of the mechanism of self-regulation in health behavior change 2006&#8211;2017 compared the accuracy of the components of self-regulation intervention by looking at the level of behavior change&#46; Meta-analyzes that focus on components of the intervention have been identified as successful&#44; such as the presence of personal feedback&#44; goal setting&#44; and self-monitoring&#46; Nonetheless&#44; these successes are inconsistent as each only works for some health behaviors and with specific populations&#46;<a class="elsevierStyleCrossRef" href="#bib0200"><span class="elsevierStyleSup">20</span></a></p></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0055">Conclusion</span><p id="par0095" class="elsevierStylePara elsevierViewall">This study shows that the application of SDT in nutrition education to promote health behavior with increased nutrition can increase autonomy support&#46; This also shows that interventions with the SDT concept can improve self-regulation&#46;</p></span><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0060">Conflict of interests</span><p id="par0100" class="elsevierStylePara elsevierViewall">The authors declare that they have no conflict of interest&#46;</p></span></span>"
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        "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0010">Objective</span><p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">This study aims to measure changes in autonomy in groups that have been given nutrition education by applying the SDT concept&#46;</p></span> <span id="abst0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0015">Methods</span><p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">The non-randomized pre-post intervention study design involved 63 teachers in the intervention group and 60 teachers in the control group&#46; Nutrition education by applying the SDT concept and measurement is carried out using the Treatment Self-Regulation Questionnaire &#40;TRSQ&#41;&#46;</p></span> <span id="abst0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0020">Results</span><p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">The results showed that there was a significant change in support autonomy in the intervention group &#40;<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;034&#41; and not in the control group&#46; Controlled variables and a<span class="elsevierStyleItalic">motivation</span> did not show significant differences in the two groups&#44; but changes for the better occurred in the intervention group&#46;</p></span> <span id="abst0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Conclusion</span><p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">The application of the SDT concept can increase support for autonomy&#46; This is expected to support sustainable behavior change&#46;</p></span>"
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