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Objective (s): To explore predictors of the sedentary behavior, this current descriptive, analytical study was developed among a sample of adolescents in Tabriz, Iran.Methods: Information on adolescent sedentary behaviors including TV viewing, video game playing and physical activity was collected by using A modified version of the Adolescent Physical Activity and Recall Questionnaire (APARQ). In addition an anonymous self-administrated questionnaire used to collect data on demographic characteristics, perceived family support and self-efficacy. Logistic regression analysis was performed to examine the association between sedentary behavior and independent variables including gender, psychosocial predictors and modrate, vigorouse physical activity.Results: In all 402 adolescent students were studied. The mean age of students was 12.93 (SD=0.49) years; and51.5 % was female. Overall the mean time of sedentary behaviors on adolescents was 193.55 (SD=99.15) minutes/day, this figure for girls and boys were 170.25 (SD=89.20) and 218.25 (SD=103.34) minutes/day (P

Background: Adolescence (10-19 years) is one of the most challenging periods in human development. A second period of rapid growth occurs during the teen years. Not much information is available on the effect of the socio-economic status on the outcome of nutrition education in teenage girls. Objective : The purpose of this study was to determine the effect of socio- economic status on the efficacy of nutrition education in promoting the nutritional knowledge, attitude and practice in first-grade guidance school girls in Tehran. Material & Methods: A total of 300 students were selected from 11 guidance schools by simple sampling and divided into three groups: 1- guide-book, 2- group discussion, 3- control. The knowledge and attitude data were collected using pre-test and post-test questionnaires and the personal-socioeconomic data were collected using general questionnaires. The students in group 1 were given the guide-book and required to study it at home, while group 2 students were told to discuss among themselves the contents of the guide-book. The control group was given nothing to study or to do. Results: Nutrition education did not have a significant effect on the increase in the attitude score in the students whose grade-point average and their mother’s education level were high. (p= 0.13, p=0.29). Only mother’s education level independently from the type of education was associated with the difference of knowledge score means (p =0.07).There was interaction between nutritional education and monthly pocket- money with regard to the increase in the knowledge score (p =0.03). Conclusion: Overall, exception of monthly pocket money, the effect of education on the nutritional knowledge and attitude was independent from other variables. Only mother’s education associate with the difference of knowledge score means.