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Changing eating behaviour: What can we learn from behavioural science?

Atkins, L; Michie, S; (2013) Changing eating behaviour: What can we learn from behavioural science? Nutrition Bulletin , 38 (1) 30 - 35. 10.1111/nbu.12004. Green open access

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Abstract

Designing effective behaviour change interventions is key to promoting healthy eating. This paper takes a theoretical perspective to consider why people do not behave in ways that promote health and summarises evidence-based principles and strategies for behaviour change. We present a theoretically driven, comprehensive method for intervention design using several tools recently developed in behavioural science.

Type: Article
Title: Changing eating behaviour: What can we learn from behavioural science?
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/nbu.12004
Publisher version: http://dx.doi.org/10.1111/nbu.12004
Language: English
Additional information: This is the peer reviewed version of the following article: Atkins, L; Michie, S; (2013) Changing eating behaviour: What can we learn from behavioural science? Nutrition Bulletin, 38 (1) 30 - 35, which has been published in final form at http://dx.doi.org/10.1111/nbu.12004. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-820227.html#terms).
Keywords: behaviour change; behaviour change interventions; behaviour change techniques; behaviour change wheel; behavioural science; eating
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/1400697
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