Predicting college students' healthy behaviors: Which constructs are most important?

2008 ◽  
Author(s):  
Cynthia C. Spering ◽  
Christine Robitschek ◽  
Uyen Hoang
Keyword(s):  
College Students ◽  
Healthy Behaviors

scholarly journals The Relationship Between Intuitive Eating and Diet Quality in a College Population

2021 ◽  
Vol 19 (1) ◽  
pp. 34-43
Author(s):  
Marta Tabatabai ◽  
Julie Holland ◽  
Laura Curtis ◽  
Michelle Neyman Morris
Keyword(s):  
College Students ◽  
Diet Quality ◽  
Fast Food ◽  
Emotional Eating ◽  
Online Survey ◽  
Well Being ◽  
Intuitive Eating ◽  
Dietary Interventions ◽  
Healthy Behaviors ◽  
College Population

Many college students have nutrient poor and energy dense diets and are also more likely to experience poor body image, which can result in unsafe dieting behaviors for the purpose of managing weight. Intuitive eating is an alternative approach to dieting that focuses on physiological hunger and fullness cues, while eating for both satisfaction and health without restriction of any foods. This study examined the association between intuitive eating and diet quality in a college population. College students, aged 18-56 years, completed an online survey which assessed intuitive eating using the Intuitive Eating Scale-2 (IES-2) and diet quality using the Starting The Conversation (STC) simplified food frequency instrument. IES-2 total score was positively correlated with higher overall diet quality and was negatively correlated with fast food and chip consumption. Eating for physical rather than emotional reasons and body-food choice congruence IES-2 subscales were positively correlated with diet quality while the unconditional permission to eat subscale was negatively correlated with diet quality. Strategies that focus on eating for health and well-being and minimize emotional eating are associated with higher overall diet quality and may be incorporated in dietary interventions among college students aimed at promoting healthy behaviors.

Exploring Healthy Behaviors and Chronic Diseases Risk Factors Among College Students

2016 ◽  
Vol 48 (7) ◽  
pp. S111 ◽  
Author(s):  
Audrey Opoku-Acheampong ◽  
T. Kidd ◽  
C. Miller ◽  
S. Colby
Keyword(s):  
Risk Factors ◽  
College Students ◽  
Chronic Diseases ◽  
Healthy Behaviors

Association of Healthy Behaviors in College Students

2008 ◽  
Vol 40 (Supplement) ◽  
pp. S440
Author(s):  
Sarah Hams-Moellenkamp ◽  
Charles Fountaine ◽  
Arupendra Mozumdar ◽  
Gary Liguori
Keyword(s):  
College Students ◽  
Healthy Behaviors

Assessing the effectiveness of nutrition interventions implemented among US college students to promote healthy behaviors: A systematic review

2018 ◽  
Vol 24 (3) ◽  
pp. 171-181 ◽  
Author(s):  
Andrea M Brace ◽  
Fernanda CD De Andrade ◽  
Bobbi Finkelstein
Keyword(s):  
College Students ◽  
Healthy Eating ◽  
Protective Factor ◽  
Dietary Habits ◽  
Overweight And Obesity ◽  
Healthy Weight ◽  
Methodological Issues ◽  
Nutrition Interventions ◽  
Healthy Behaviors

Background: Nutrition interventions are used to increase knowledge, change attitudes and beliefs about healthy eating, to increase skills, and promote healthy eating. Aims: To review the effectiveness of published nutrition interventions implemented among college students to promote healthy behaviors. Methods: The authors explored multiple electronic databases, such as ERIC, Science Direct, and EBSCOhost. Search criteria included nutritional interventions implemented among students attending US colleges, written in English, and published in peer-reviewed journals between 2000 and 2015. The authors conducted a systematic search of 1413 articles, and an in-depth review of 30 articles. The authors evaluated the following: (a) participants; (b) research design; (c) assessment instruments; (d) outcome measures; (e) results; and (f) methodological issues. Results: Short-term interventions showed promise in promoting positive dietary changes, which can serve as a protective factor for developing overweight and obesity. Methodological issues related to lack of comparison groups and minimal long-term follow-up do not allow researchers to determine if the interventions were the cause of the change, or if these changes are sustained over time. Studies that have a comparison group, use visual displays, or have longer durations, may maximize outcomes, improving long-term effects. Conclusions: Nutrition interventions can effectively change dietary habits among college students. This can lead to healthy weight management and reduce the risk for overweight and obesity. Future research should consider the highlighted methodological issues to improve the quality of nutrition interventions.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

Sign in / Sign up

Export Citation Format

Share Document