Culinary efficacy: an exploratory study of skills, confidence, and healthy cooking competencies among university students

Murray, Douglas W.; Mahadevan, Meena; Gatto, K.; O'connor, K.; Fissinger, Alexis; Bailey, Dylan; Cassara, Eric

doi:10.1177/1757913915600195

Cited by 71 publications

(86 citation statements)

References 28 publications

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“…Earlier results reported food skills by sub-groups, without determining which factors were the greatest predictors [2]. The current study examined how much variance in food skills was uniquely associated with selected predictor variables (Supplementary Table 2 1 ).…”

Section: Methodsmentioning

confidence: 96%

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Predictors of Food Skills in University Students

Seabrook

Dworatzek

Matthews

2019

Canadian Journal of Dietetic Practice and Research

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Purpose: To determine predictors of food skills in university students, specifically, the relative effects of a food and nutrition (FN) course; sex, age, and body mass index; food-related behaviours in the parental home; and food-related behaviours in university. Methods: Undergraduate students (n = 30 310) at Western University were invited to complete an online cross-sectional survey that assessed 7 components of food skills, from mechanical (e.g., peeling/chopping) to conceptual (e.g., weekly meal planning). The primary outcome measure was Total Food Skills Score (TFSS). All variables that were statistically associated with TFSS (P < 0.05) were analyzed hierarchically in 4 regression models. Results: The sample was comprised of 3354 students living independently for 2.6 ± 1.1 years. Students who had taken an FN course had higher food skills than those who had not (B = 30.72; P < 0.001), and this relationship remained significant through all subsequent models. The strongest predictor of food skills was meal preparation as a teen (B = 25.66; P < 0.001). Frequency of using a grocery list, packing a lunch, and time spent preparing meals on weekends were positively associated with food skills (P < 0.001), whereas frequency of buying pre-prepared meals was negatively associated with food skills (P < 0.001). Conclusions: Food skill development should occur well before young adults begin living independently.

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Section: Methodsmentioning

confidence: 96%

“…The processes involved in personal food production (e.g., planning, budgeting, shopping, preparing, storing, and cleaning up) can be overwhelming for university students with little experience in completing these tasks [1]. Indeed, many prepare meals less than once per week [2].…”

Section: Introductionmentioning

confidence: 99%

Predictors of Food Skills in University Students

Seabrook

Dworatzek

Matthews

2019

Canadian Journal of Dietetic Practice and Research

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“…However, there is still no evidence that the attitude, self-efficacy and the individual cooking knowledge, demonstrated at different levels, have direct effects on the change in people's cooking behaviour [70]. Yet, they consist of elements of analysis that might indicate a possible predisposition to this change, requiring further investigation [68].…”

Section: Classifications Of Foodmentioning

confidence: 99%

The concept of cooking skills: A review with contributions to the scientific debate

et al. 2018

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This paper aimed to conduct a literature review about the concept of cooking skills to contribute to the scientific debate about the subject. A systematic search was performed in the Scopus, PubMed/MedLine and Web of Science databases as well as the periodicals of the Federal Agency for Support and Evaluation of Graduate Education in Brazil Coordenação de Aperfeiçoamento de Pessoal de Nível Superior website, using the following Portuguese and English keywords: cooking skills, cooking and food/meal preparation. We also consulted references cited by these papers, electronic dictionaries (in Portuguese, English and French), technical documents found on public and private institutional websites, as well as books. Basic, etymological/vernacular and systematic definitions for cooking were identified, including historical global and national contexts. To conceptualize cooking skills, categories related to food and individuals were established, purposing a conceptual model. The category related to food referred to the use of unprocessed/minimal processed foods (which require procedures prior to their preparation), and/or processed/ultra-processed foods (which need a little or no preparation, such as re-heating). The category related to individuals involved dimensions such as confidence, attitudes, behavior, and individual knowledge used to prepare foods. The historical definitions of cooking allowed us to clarify the concept of cooking skills. Considering the global context of valuing and recovering cooking for the promotion of healthy eating, this review can contribute to the scientific discussion about the concept of cooking skills. The purposed conceptual model enables parameters to be established for further investigations, allowing cooking interventions to be directed toward promoting healthy eating.

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“…18 Some suggest that while knowledge on what constitutes balanced diets exists, the problem is the translation into cooking and eating practices. 19 Stress exposure negatively encourages deleterious eating habits with increasing tendencies to snack, skip breakfast, and consume larger portions. 14,18 Research in alcohol use and binge drinking among UK undergraduate (UG) students has found significant numbers of students drinking over the recommended weekly upper limit.…”

Section: Introductionmentioning

confidence: 99%