Using Process Data To Explain Outcomes

Sarah A. McGraw, Deborah E. Sellers, Carolyn C. Johnson, Elaine J. Stone, Kathryn J. Bachman, Judith Bebchuk, Russell V. Luepker and Elizabeth W. Edmundson
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Sarah A. McGraw: New England Research Institutes
Deborah E. Sellers: New England Research Institutes
Carolyn C. Johnson: Tulane University
Elaine J. Stone: National Heart, Lung and Blood Institute
Kathryn J. Bachman: University of California, San Diego
Judith Bebchuk: New England Research Institutes
Russell V. Luepker: University of Minnesota
Elizabeth W. Edmundson: University of Texas

Evaluation Review, 1996, vol. 20, issue 3, 291-312

Abstract: The purpose of this article is to illustrate the use of process evaluation for understanding study outcomes. Data from the Child and Adolescent Trial for Cardiovascular Health (CATCH), a large school-based field trial, are used. Teacher characteristics, measures of classroom curriculum implementation, and competing influences are linked to changes in dietary knowledge, intentions, and self-efficacy of students in the intervention schools. Multiple regression analyses indicate that teacher charactenstics did not predict program implementation. Teacher characteristics and program fidelity, or the number of modifications made to the classroom curriculum during implementation, had direct and independent effects on student outcomes.

Date: 1996
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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:20:y:1996:i:3:p:291-312

DOI: 10.1177/0193841X9602000304

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