J Acad Nutr Diet. 2020 Jan;120(1):33-44. doi: 10.1016/j.jand.2019.06.003. Epub 2019 Sep 16.
Evolving norms and complex food environments may require new skill sets and mind-sets to maintain a healthy diet. Food literacy acknowledges the influence of external factors in shaping a person's development and application of the knowledge, skills, and behaviors required for healthy eating. Food literacy among college students is not well understood; however, higher education presents a unique opportunity for promoting food literacy.
This study aimed to identify a range of challenges, opportunities, and motivators for students to develop and apply food literacy in a university setting.
Eleven focus groups were conducted with four student subpopulations: three with residential undergraduates, three with off-campus undergraduates, three with graduate students, and two with students using food security resources.
PARTICIPANTS/SETTING: Eighty-two students enrolled at a large, diverse, public university in an urban setting in California.
Guided by an ecological perspective, transcripts were analyzed using an integrated approach. This involved an inductive development of themes and deductive organization of themes according to research aims.
We developed a novel model as a starting point for understanding and addressing the dynamic challenges, opportunities, and motivators for students to develop and apply food literacy. Challenges include the physical food environment, confusing information, capacity and resource constraints, and social tensions. Opportunities include media and the Internet, academic courses, peer learning, campus resources, and dining halls. Motivators include health, social responsibility, personal development, and enjoyment and bonding.
Students view college as an appropriate time to develop food literacy and the university as a trusted partner. However, efforts to promote food literacy should acknowledge perceived challenges and varying motivations for engaging with food.
不断变化的规范和复杂的食物环境可能需要新的技能和思维模式来维持健康的饮食。食品素养承认外部因素在塑造个人发展和应用健康饮食所需的知识、技能和行为方面的影响。然而，大学生的食品素养还没有得到很好的理解；但是，高等教育为促进食品素养提供了一个独特的机会。
本研究旨在确定一系列挑战、机遇和激励因素，以促进学生在大学环境中发展和应用食品素养。
对四个学生群体中的 11 个焦点小组进行了研究：3 个有住校本科生的小组，3 个有校外本科生的小组，3 个有研究生的小组，2 个有使用食品保障资源的学生的小组。
参与者/地点：82 名学生就读于加利福尼亚州一个城市大型、多样化的公立大学。
本研究以生态视角为指导，采用综合方法分析转录本。这涉及根据研究目的对主题进行归纳发展和演绎组织。
我们开发了一个新的模型，作为理解和解决学生发展和应用食品素养的动态挑战、机遇和激励因素的起点。挑战包括物理食品环境、令人困惑的信息、能力和资源限制以及社会紧张局势。机遇包括媒体和互联网、学术课程、同伴学习、校园资源和餐厅。激励因素包括健康、社会责任、个人发展以及享受和联系。
学生认为大学是发展食品素养的合适时机，大学是值得信赖的合作伙伴。然而，促进食品素养的努力应该认识到感知到的挑战和参与食品的不同动机。
