Social Cognitive Theory (SCT) Based Breastfeeding Education Model: Implications for Early Breastfeeding Practices and Maternal Self-Efficacy in Badung Regency, Bali
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Putu Ayu Dina Saraswati Dina Saraswati
Ni Putu Yunita Sri Lestari
I Wayan Adi Artha Wiguna
Babucarr Jassey
Abstract
Exclusive breastfeeding coverage in Indonesia, including Badung District, remains
below the national target of 67%. Maternal self-efficacy and employment status are key
barriers, often leading to early introduction of formula feeding. This study aimed to
analyze the effect of a breastfeeding education model based on Social Cognitive Theory
(SCT) on early breastfeeding practices, maternal self-efficacy, and infant growth. A
quasi-experimental study with a non-equivalent control group design was conducted
involving 76 postpartum mothers (38 in the intervention group and 38 in the control
group), recruited on the third day postpartum. The intervention group received SCT-
based breastfeeding education for six weeks, while the control group received standard
breastfeeding education. Data were analyzed using Chi-square, Mann–Whitney, and t-
tests, with a significance level set at p < 0.05. The intervention group demonstrated
significantly higher post-test scores for early breastfeeding practices (36.16 vs. 29.37; p
< 0.001) and maternal self-efficacy (52.00 vs. 38.71; p < 0.001) compared with the
control group. SCT-based breastfeeding education is effective in improving early
breastfeeding practices and enhancing maternal self-efficacy. Its integration into
breastfeeding promotion programs is recommended to optimize maternal and child
health outcomes.
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