Literaturnachweis - Detailanzeige
| Autor/inn/en | Birmachu, Abigya; Heidelberger, Lindsay |
|---|---|
| Titel | Exploration of Dietary Beliefs and Social Cognitive Factors That Influence Eating Habits among College Students Attending a Rural Midwestern University |
| Quelle | In: Journal of American College Health, 71 (2023) 9, S.2653-2662 (10 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0744-8481 |
| DOI | 10.1080/07448481.2021.1981912 |
| Schlagwörter | College Students; Student Attitudes; Eating Habits; Rural Schools; Health Promotion; Beliefs; Social Influences; College Role; Self Concept; Body Composition; Family Influence; Peer Influence; Food; College Environment |
| Abstract | Objective: College students are in a critical period of life where many lifestyle changes occur that influence health. The dietary changes that occur in college can persist throughout life and influence health and weight status. Several factors influence eating behaviors and dietary habits during college, and this study explores the dietary beliefs of college students and the factors that influence students' diets. Participants: Students (n = 49; 20% male; 76% female; 4% other) attending a rural Midwestern university. Methods: Focus groups (n = 7) were used for exploratory research. Demographic and food security data were also collected. Focus group data were analyzed using open coding methods. Themes and subthemes emerged from analysis. Results: Four major themes emerged across focus groups: 1) food and health beliefs; 2) social influence; 3) university influence; and 4) body image beliefs. Conclusions: Findings support offering nutrition education that incorporates foundational nutrition knowledge and cooking skills to all college students. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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