comparing the impacts of gain versus loss frame messages on complementary feeding behaviors of mothers with under six-month infants: the application of an extended parallel process model

Background: timely initiation of appropriate complementary feeding (cf) plays an important role in the growth and development of infants. the aim of this study was to investigate the effect of two types of educational messages (gain and loss frames) on mothers' knowledge, attitudes, and behavior regarding infant cf using the extended parallel process model. methods: this quasi-experimental study with intervention and control groups involved 90 mothers with 2-4-month-old infants selected by a multistage random sampling method. they were randomly assigned to one of the three intervention groups (gain frame, loss frame, and both messages) and a control group. the data collection instruments were a form with demographic information and a researcher-made questionnaire. educational messages in the form of video clips (up to 4 minutes), text messages, and pictures were sent to the intervention groups via whatsapp messenger. a post-test was conducted one month after the intervention. results: after the intervention, significant differences were found in the mean scores for knowledge (p<0.001) and self-efficacy (p<0.001) between the intervention groups and the control group. a significant increase in mean scores for knowledge, perceived susceptibility, and self-efficacy was observed in all intervention groups. there were no significant differences between the three intervention groups in terms of changes in the mean values of the study variables. conclusion: the educational interventions had a moderate effect. the type of message did not influence the effectiveness of the intervention. future studies should examine long-term effects and alternative message strategies. health policymakers should consider integrating similar educational interventions into maternal health programs to improve maternal knowledge and self-efficacy.