scholarly journals Dining Hall Usage and Eating Competence in College Students (P16-027-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Jamie Schroeder ◽  
Jesse Stabile Morrell
Keyword(s):  
College Students ◽  
Eating Behaviors ◽  
First Year ◽  
Online Questionnaire ◽  
Chi Square ◽  
Funding Sources ◽  
Food And Agriculture ◽  
Eating Competence ◽  
Mean Differences ◽  
The University

Abstract Objectives To explore differences in eating competence among first-year and upperclass college students (18–24 years), as well as the differences related to dining hall usage. Methods Data were collected between 2015–17; students (n = 1057) were recruited from a midsize, northeastern university to participate in an ongoing health survey. Students completed the Eating Competence Satter Inventory (ecSI), as well as the self-reported frequency of meals obtained from the university dining hall, as part of an online questionnaire. Proportional differences between first-year and upperclass students were analyzed via chi-square analyses. Mean differences between eating competence scores and frequency of dining hall meals/week (0, 1–6, 7–13, 14–20, ³21) were evaluated via ANCOVA; age, BMI, sex, semester, year of data collection, and academic class year served as covariates. Results Students had a mean age of 18.9 ± 0.03 years; 66.7% were female and 53.4% were first-year. The mean ecSI score was 33.3 ± 0.3; more than half of students (58.2%) were considered eating competent (³32). No differences in ecSI scores between first-year and upperclass students were observed (33.2 ± 0.4 vs. 33.5 ± 0.4, P = 0.63). Students who report ³21 dining hall meals/week had the highest ecSI scores as compared to 0, 1–6, 7–13, 14–20 meals/week (36.7 ± 0.6 vs. 31.4 ± .9, 32.0 ± 0.6, 31.5 ± 0.6, 33.8 ± 0.4, all respectively P < 0.01). Conclusions Our findings do not suggest differences in eating competence between first-year and upperclass students, however, students who utilize the university dining hall for at least 3 meals per day had the highest eating competence. These findings may be of interest to campus dietitians and educators interested in promoting healthy eating behaviors and attitudes on their campuses. Funding Sources New Hampshire Agriculture Experiment Stations and the USDA National Institute of Food and Agriculture Hatch Project 1010738.

scholarly journals Eating Competence of Nutrition and Other Academic Majors Enrolled in an Undergraduate Introductory Nutrition Course (P16-008-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Jane DiNatale ◽  
Jesse Stabile Morrell
Keyword(s):  
Allied Health ◽  
Competence Model ◽  
Academic Majors ◽  
Online Questionnaire ◽  
Scoring Method ◽  
Chi Square ◽  
Food And Agriculture ◽  
Nutrition Course ◽  
Eating Competence ◽  
Mean Differences

Abstract Objectives Research suggests that nutrition majors tend to have higher rates of eating disordered behavior. The purpose of this study was to examine eating competence between nutrition and other academic majors enrolled in an undergraduate introductory nutrition course. Methods Data were collected between 2015–17 via an ongoing college health survey at a medium-sized, northeastern university (18–24 y, n = 1098; 68% female). Eating competence was determined via the Ellyn Satter Eating Competence Model ecSI 2.0 survey completed as part of an online questionnaire. ecSI items were scored based on the Ellyn Satter Eating Competence Model validated scoring method; total scores range from 0–48. Majors were identified as nutrition, allied health, and other academic majors. Proportional differences between majors were evaluated via chi-square analyses and mean differences were evaluated via ANCOVA with gender and self-reported weight loss goal as covariates. Results There were no differences between mean ecSI scores between nutrition majors, allied-health majors, or all other academic majors (34.4 ± 1.0 vs. 33.9 ± 0.5 vs. 33.0 ± 0.3, P = 0.25). Among all students, males were more eating competent than females (36.0 ± 0.4 vs. 32.0 ± 0.3 P < 0.05). Conclusions Our findings do not suggest eating competence differs between nutrition and other academic majors. Further research should examine additional factors that influence eating competence among college students. Funding Sources New Hampshire Agriculture Experiment Station and USDA National Institute of Food and Agriculture Hatch Project 1010738.

Thathir Quality Scholarship Program For Students At University level

2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun
Keyword(s):  
College Students ◽  
Life Sciences ◽  
Economic Feasibility ◽  
First Year ◽  
Grant Program ◽  
Scholarship Program ◽  
University Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

scholarly journals Disordered Eating Attitudes, Demographics, and Snack Patterns in Overweight and Obese US College Students

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 460-460
Author(s):  
Rianna Uddin ◽  
Lukkamol Prapkree ◽  
Jafar Ali Ajaj Jaafar ◽  
Cristina Palacios
Keyword(s):  
College Students ◽  
Disordered Eating ◽  
Stress Level ◽  
Eating Behaviors ◽  
Eating Attitudes ◽  
Funding Sources ◽  
Internal Funds ◽  
Level Scale ◽  
Florida International University ◽  
Disordered Eating Attitudes

Abstract Objectives An unhealthy snack pattern may impact a person's overall health and quality of life. College students are at risk for disordered eating attitudes (DEA) due the elevated mental and physical demands of higher education. This could lead to a greater snack intake that could replace meals. DEA could also be influenced by demographics. Our objective was to evaluate the association between DEA, snack patterns, stress level, and demographics. Methods We analyzed the baseline data from the Snackability Trial, a trial among overweight and obese students from US colleges to test the effects of using the Snackability app to choose healthier snacks compared to controls (no access to the app). Students are being recruited using flyers sent via email by college professors/staff and social media since June 2020. Participants completed questionnaires at baseline (before randomization) on demographics (age, gender, race, ethnicity, income), snack eating patterns, stress level (scale from 1–10 with 10 being the most stressed), and DEA Score (a validated score assessing eating attitudes with 25 questions related to perceptions of food; higher DEA scores indicate higher DEA with the minimum possible score of 37 and maximum of 190). Descriptive statistics included frequency and mean/standard deviation of all variables. ANOVA and Pearson Correlations were used to evaluate the associations between variables. Results A total of 135 have completed thus far all baseline questionnaires. The average age was 21.5 ± 2.01 years, most students were female (83.7%), Hispanic/Latino (52.6%), and with a household income of &lt;$50,000 (60.0%). Average DEAS was 90.4 ± 19.1, daily snack intake was 2.33 ± 1.08, and stress score was 6.78 ± 1.97. DEAS score was not associated with demographic variables or snack intake, but there was a significant correlation between DEAS and stress level (r = 0.3; P &lt; 0.001). Conclusions Students who have a higher level of stress are more likely to have DEA. Disordered eating is an umbrella of irregular eating behaviors that may or may not warrant a diagnosis of a specific eating disorder. Based on these findings, universities may need to develop interventions for college students to manage stress as well as promoting awareness and programs for students with high levels of disordered eating. Funding Sources Internal funds from Florida International University.

scholarly journals Diet Quality of First Semester Southeastern College Students and the Impact of COVID-19

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 258-258
Author(s):  
Zhiping Yu ◽  
Paul Fuglestad ◽  
Veruska Gonzalez
Keyword(s):  
College Students ◽  
Diet Quality ◽  
Eating Behaviors ◽  
Healthy Eating Index ◽  
National Average ◽  
First Semester ◽  
Funding Sources ◽  
Unhealthy Eating ◽  
The Impact

Abstract Objectives Studies have reported poor food choices and unhealthy eating behaviors among college students. The purpose of this study was to assess the diet quality of college freshmen and the impact of the COVID-19 pandemic. Methods Freshman students 18 years or older in all majors in a southeastern university were invited to take the Diet History Questionnaire III (DHQ III) in fall 2019 and in fall 2020. The Healthy Eating Index (HEI) scores from the participants were obtained and compared to the HEI-2015 national averages through one-sample t-tests. Results Thirty students in fall 2019 cohort (86.7% female, 46.7% white) and 55 students in fall 2020 cohort (78.2% female, 63.5% white) completed the survey. Compared to national average data, participants in the current study had higher total HEI scores (60.9 vs. 58.3, P &lt; 0.05), higher total fruits scores (3.8 vs. 2.6, P &lt; 0.001), higher dairy scores (6.4 vs. 5.4, P &lt; 0.001), but lower total protein scores (4.1 vs. 5.0, P &lt; 0.001), lower seafood and plant protein scores (3.6 vs. 5.0, P &lt; 0.001), higher refined grains scores (8.0 vs. 6.7, P &lt; 0.001), and higher sodium scores (4.7 vs. 3.4, P &lt; 0.001). Just examining the 2020 cohort of students, after the onset of the COVID-19 pandemic, the overall HEI scores were lower and not significantly different from the national average (P &gt; 0.05) and HEI fatty acids scores were lower (3.7 vs. 4.5, P &lt; 0.05). Conclusions The diet quality of freshman college students remains inadequate and interventions are needed to prevent or postpone the health problems especially during the COVID-19 pandemic. Funding Sources Brooks College of Health, University of North Florida

scholarly journals The Explicit Teaching of Writing Using Disquisition-Based Learning Strategy for the First Year EFL College Students at Universitas Islam Negeri Maulana Malik Ibrahim Malang

2021 ◽  
Vol 8 (12) ◽  
pp. 571
Author(s):  
Agus Eko Cahyono ◽  
Masrokhin Masrokhin
Keyword(s):  
College Students ◽  
Learning Strategy ◽  
Collaborative Action Research ◽  
First Year ◽  
Diverse Range ◽  
Research Activities ◽  
English Major ◽  
Teaching Text ◽  
Efl College Students ◽  
The University

This current study is directed to implement Disquisition based learning strategy in improving the students’ ability in writing descriptive text at the first year EFL college students of Universitas Islam Negeri Maulana Malik Ibrahim Malang. The English major in the first year has eight classes. This site is chosen for several reasons. First, the researcher is a lecturer of the university. Second, the lecturer’s strategy in teaching text writing is not varied. Third, the researcher is motivated to solve the students’ problems in writing texts. This study is categorized as a collaborative action research since in conducting the research, the researcher works collaboratively with a classroom English lecturer in the research activities at the stage of planning, the implementation of the action, the observation and the analysis and reflection. Based on the study’s findings and discussion, it can be concluded that using a Disquisition-based learning strategy can help students enhance their capacity to write descriptive paragraphs. Furthermore, it provided students with opportunities for increased independence. They can work together without the lecturer dictating every step, and they can make some of their own learning decisions to complete the task, due to peer revising and editing activities. Furthermore, the strategy necessitates that the students collaborate. It emphasizes the importance of group collaboration to solve problems and obtain a diverse range of feedback or replies to difficulties. In group learning, it allows students to share their thoughts with one another and to learn to listen to and respect the viewpoints of their peers. Furthermore, the execution of this strategy has a favorable impact on students’ interest in learning English. The researcher noticed that a couple of the students who used to run away from class when he first started teaching were already participating in all of the learning activities. The future researcher is advised to implement and build a Disquisition-based learning strategy in other school levels.  However, in the implementation the strategy, the lecturer should give more guidance and data sources such as interesting pictures, a large number of vocabulary, and simple models of writing.

scholarly journals Eating Competence of Sexual Minority College Students

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1335-1335
Author(s):  
Sara Murphy ◽  
Jesse Morrell
Keyword(s):  
College Students ◽  
New England ◽  
Minority Students ◽  
Nutrition Education ◽  
Sexual Minority ◽  
Eating Attitudes ◽  
Online Questionnaire ◽  
Student Body ◽  
Cross Sectional ◽  
Eating Competence

Abstract Objectives To assess differences in eating competence between sexual minority and heterosexual college students, 18–24 years old, at a public, New England university. Methods Data were collected between 2015–18 from the College Health and Nutrition Assessment Survey, an ongoing, cross-sectional study. Participants (n = 1984) completed the Eating Competence Satter Inventory (ecSI 2.0™) and self-reported their sexual orientation as part of an online questionnaire. Possible ecSI scores range from 0–48, with eating competence defined as ≥32. Mean differences in ecSI scores between heterosexual (96.5%) and sexual minority (3.5% gay or lesbian, bisexual, or other) students were evaluated via ANCOVA, using gender, dining hall usage, and BMI as covariates. Results Heterosexual students tended to have a higher mean ecSI score vs. students who identify as a sexual minority (33.5 ± 0.2 vs. 31.5 ± 1.1, P = 0.06) and tended to be considered eating competent compared to sexual minority students (60% vs. 50%, P = 0.10). Mean subscale scores for Eating Attitudes (0–15) and Contextual Skills (0–12) were higher in heterosexual vs. sexual minority students (13.3 ± 0.09 vs. 12.2 ± 0.47, P &lt; 0.02 and 10.7 ± 0.07 vs. 9.8 ± 0.40, P &lt; 0.05 respectively). Conclusions In this sample of college students, eating competence tended to be lower among sexual minority students compared to heterosexual students. Further research from diverse campuses will help college educators and health professionals appropriately target nutrition education and support for a diverse student body. Funding Sources New Hampshire Agriculture Experiment Stations and the USDA National Institute of Food and Agriculture Hatch Project 1010,738.

scholarly journals Changes in Self-reported Healthy Eating Behavior Frequency and Nutrition Knowledge Among Youth Participating in the WeCook Program (FS16-08-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Amelia Miramonti ◽  
James Bovaird ◽  
Tara Dunker ◽  
Lisa Franzen-Castle ◽  
Michelle Krehbiel
Keyword(s):  
Healthy Eating ◽  
Eating Behaviors ◽  
Nutrition Knowledge ◽  
Food Groups ◽  
Funding Sources ◽  
Food And Agriculture ◽  
Healthy Eating Behavior ◽  
Eating Fruit ◽  
Behavior Frequency ◽  
Healthy Eating Behaviors

Abstract Objectives Assess changes in healthy eating behaviors and nutrition knowledge in youth after participating in the WeCook program. Methods 107 4th-5th grade students from two Title I elementary schools in Nebraska participated in a 12-week afterschool program focused on nutrition, cooking, and physical activity (WeCook). Students completed surveys and a nutrition knowledge assessment based on the MyPlate guidelines at the beginning (T1) and end (T2) of the program. Surveys included 4 questions regarding self-reported frequency of healthy eating behaviors (EB) on a 0–3 scale. For the MyPlate (MP) assessment, youth were asked to build a healthy plate using a blank MyPlate template and food models. Plates were scored using a system based on the 5 food groups on a healthy plate per the MyPlate guidelines (fruit, vegetable, protein, grain, dairy); 1 point was given for each of the correct food groups (maximum score = 5). Friedman tests were used to assess changes from T1 to T2 for the each of the EB questions, each of the categories for MP, and the total scores for EB and MP. Results There was no change from T1 to T2 for the EB total score (χ2(df=1) = 2.722, P = 0.099). There was an increase in the frequency of choosing healthy snacks (χ2(df=1) = 9.00, P = 0.003), but no other individual EB questions (P ≥ 0.639). There was an increase in the MP total score from T1 ($\bar{x}$ = 3.92) to T2 ($\bar{x}$ = 4.34, χ2(df=1) = 2.72, P = 0.099), and an increase in the proportion of youth who scored points for fruits (T1: $\bar{x}$ = 0.92, T2: $\bar{x}$ = 1.00, χ2(df=1) = 8.00, P = 0.005) and grains (T1: $\bar{x}$ = 0.51, T2: $\bar{x}$ = 0.73, χ2(df=1) = 11.52, P = 0.001), but not vegetables, protein, or dairy (P ≥ 0.24). Conclusions After participating in the WeCook program youth reported increased frequency of choosing healthy snacks, but there were no significant increases in reported frequency of eating fruit, vegetables, or breakfast. Youth were more likely to correctly include fruits and grains on the MyPlate assessment after the intervention. There was no change in the likelihood of youth including vegetables, protein, or dairy on the MyPlate assessment, possibly because ≥74% of youth scored points in these categories at T1, leaving little room for improvement at T2. Funding Sources The WeCook program and this research were funded by the Child, Youth, and Families at Risk grant through the National Institute of Food and Agriculture, U.S. Department of Agriculture.

scholarly journals Prevalence of Binge Drinking Episodes Among Male and Female College Students (P18-008-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Vanessa Croteau ◽  
Jesse Stabile Morrell
Keyword(s):  
College Students ◽  
University Students ◽  
Binge Drinking ◽  
Drinking Behavior ◽  
First Year ◽  
Drinking Patterns ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
First Year Students ◽  
The Past

Abstract Objectives To examine binge-drinking trends among undergraduate university students (18–24 years) over a five-year span. Methods Data were collected between 2012–17 through an ongoing, cross-sectional health survey at a midsize, northeastern university. Students (n = 2759; 69% female; 59% first-year) self-reported binge-drinking activity over the past 30 days through an online questionnaire. Binge drinking was defined as consumption of ≥4 or 5 drinks on a single occasion for females and males, respectively. Heavy binge drinking behavior was defined as ≥4 episodes of binge drinking in the past 30 days. Proportional differences were analyzed through chi-square analyses. Results Between 2012–17, binge drinking prevalence ranged from 65.1–75.4% among men and 53.9–65.9% among women. Overall, men reported higher rates of binge drinking compared to females (73.2% vs. 59.2%, P < 0.01). Collectively, 35.7% reported heavy binge drinking in the past 30 days. More males report heavy binge drinking over the past 30 days compared to females (49.1% vs. 29.6%, P < 0.01). Upperclass students reported a higher prevalence of binge drinking in the past 30 days compared to first-year students (68.3 vs. 60.3%, P < 0.01). Between 2012–17, binge drinking prevalence ranged from 65.1–75.4% among men and 53.9–65.9% among women. Overall, men reported higher rates of binge drinking compared to females (73.2% vs. 59.2%, P < 0.01). Collectively, 35.7% reported heavy binge drinking in the past 30 days. More males report heavy binge drinking over the past 30 days compared to females (49.1% vs. 29.6%, P < 0.01). Upperclass students reported a higher prevalence of binge drinking in the past 30 days compared to first-year students (68.3 vs. 60.3%, P < 0.01). Conclusions Our findings are consistent with other studies in showing high rates of binge drinking among college students, especially among male students. Monitoring binge-drinking patterns on college campuses assists administrators and health educators to address the severity of the problem to identify and monitor prevention and intervention efforts. Funding Sources New Hampshire Agriculture Experiment Station and the USDA National Institute of Food and Agriculture Project 1010738.

scholarly journals Alcohol Consumption and Risky Drinking Patterns among College Students from Selected Countries of the Carpathian Euroregion

2018 ◽  
Vol 2018 ◽  
pp. 1-9 ◽  
Author(s):  
Maria Zadarko-Domaradzka ◽  
Zbigniew Barabasz ◽  
Marek Sobolewski ◽  
Edyta Nizioł-Babiarz ◽  
Beata Penar-Zadarko ◽  
...  
Keyword(s):  
College Students ◽  
Alcohol Consumption ◽  
Social Contexts ◽  
Male Students ◽  
First Year ◽  
Drinking Patterns ◽  
Risky Drinking ◽  
Chi Square ◽  
Excessive Alcohol Consumption ◽  
The Individual

Reduction of excessive alcohol consumption still remains a significant challenge to the actions in the scope of public health of European citizens. The aim of this study is to present the prevalence of alcohol consumption and to estimate the occurrence of risky drinking among college students from the Polish, Slovak, Romanian, and Ukrainian parts of the Carpathian Euroregion, taking social contexts into account. The consumption of alcohol was estimated on the basis of the respondents’ statements regarding the quantity and frequency of their consumption of beer, wine, and vodka. The study included people from the first year of undergraduate studies. The analysis used the Chi-square independence test and odds ratios (ORs). There were significant differences in the frequency of alcohol consumption, as well as the individual types consumed, among the respondents from the analyzed countries. Of the examined college students, 70% admit to occasional drinking. The pattern of dangerous alcohol consumption occurs in the case of approximately every seventh person. Risky drinking occurs with much greater frequency among male students rather than their female counterparts. In Romania, a very small percentage of female students engage in risky drinking. The analysis did not show statistically significant differences in the frequency of risky drinking between countries. The coexistence of other adverse health behaviors, such as smoking and alcohol abuse, was confirmed.

scholarly journals Causes and Effects of Absenteeism among First Year College Students of the Mindanao State University – Sulu

2021 ◽  
Vol 4 (2) ◽  
pp. 345-352
Author(s):  
Adamel K. Lukman
Keyword(s):  
College Students ◽  
Mean Value ◽  
Individual Student ◽  
First Year ◽  
Low Grade ◽  
State University ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
The University

One of the major barriers to learning faced by the students and teachers in schools today is lack of consistent attendance. Poor student attendance has a far-reaching effect on the individual student especially on their academic performance in the school. This problem is caused by this major perennial problem—absenteeism. Absenteeism is a chronic absence in nature. It is habitual failure to attend school. When students regularly miss out classes consistently would entail disadvantages academically. However, the main purpose of this study was to identify the causes and effects of absenteeism among first year college students of the Mindanao State University-Sulu, as well as to determine and figure out possible remedies to address this problem. In analyzing and computing the data, the researcher used SPSS version 21.0, and utilized checklist questionnaire and an open-ended questionnaire, respondents were consisted of 100 first year college students and 9 faculty members the researcher was able to find out the leading cause of absenteeism among the first year college students of MSU-Sulu and that is ‘school is far from home’ with (3.06) mean value . While low grade point average (GPA) with mean value (3.78)  was the leading effect of absenteeism followed by poor critical thinking skills, other effects of absenteeism were, poor classroom performance, low examination results, poor oral recitation, poor creative skills, poor communication skills, lack of self-confidence, low comprehension and high risk of dropouts. The researcher was able to figure out remedies that can be applied to address the problem on absenteeism. The remedies include (a) there must be a student dormitory inside the campus to house the students since majority of the students enrolled in the university  are from distant island municipalities (b) conduct orientation to students and parents prior to the opening of regular classes (c) the university must have a strict policy dealing with students’ absenteeism (d) teacher or instructor should conduct regular assessment in the form of quiz at the end of the session (e) motivate and encourage the students to give more attention and emphasize the importance of education in their future (f) classroom atmosphere should be conducive to learning.

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