Self-reported food skills of university students

Wilson, Courtney K.; Matthews, June; Seabrook, Jamie A.; Dworatzek, Paula D.N.

doi:10.1016/j.appet.2016.10.011

Cited by 54 publications

(84 citation statements)

References 18 publications

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“…A Total Food Skills Score (TFSS) was obtained for each respondent, with a maximum score of 700. 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: 94%

“…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]. Small qualitative studies have found that minimal hands-on food participation while growing up may contribute to this situation [3], and that few students get into the habit of checking current food stocks, making shopping lists, and grocery shopping [4].…”

Section: Introductionmentioning

confidence: 99%

“…Practicing food-related skills as a teenager has also been associated with self-reported cooking skills as an adult [8]. Furthermore, university students who have taken a food and nutrition (FN) course were significantly more likely to report increased self-efficacy for food skills [2] and higher intentions toward, and greater confidence in, eating healthfully, especially when under stress [9]. The objective of this large, cross-sectional survey was to determine the predictors of food skills in university students while simultaneously including the relative effects of FN education and student characteristics as well as food-related behaviours in the parental home and in university.…”

Section: Introductionmentioning

confidence: 99%

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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: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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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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“…Indeed, 80% of our students claim they usually cook their own food. A recent Canadian study reported that 62.5% of university students were comfortable preparing meals from basic ingredients, using a recipe if necessary, whereas 31.5% were only able to put together ready-made ingredients and 6% had limited-to-no cooking ability (Wilson, Matthews, Seabrook, & Dworatzek, 2017). One possible explanation may be related to how people define the term "cooking"-it may have different meanings, ranging from cooking from raw ingredients to microwaving ready-to serve foods.…”

Section: The Planet-nutrition-kitchen Lovermentioning

confidence: 99%

Exploring the environmental, personal and behavioural factors as determinants for university students’ food behaviour

Marquis

Talbot

Sabourin

et al. 2018

Int J Consumer Studies

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The research objective was to explore the environmental, personal and behavioural factors as determinants of university students’ food behaviour in Québec, Canada. A web‐based questionnaire including factors likely to influence eating behaviours was developed. The questionnaire described 16 profiles, each associated with a food choice determinant. The students’ living arrangements and sociodemographic profile were also obtained. Descriptive statistics, chi‐square tests and factor analysis were conducted. A total of 857 students participated in the study. Significant gender differences were noted as well as differences according to living arrangements (e.g., residence hall, apartment with a roommate, with parents or alone in an apartment). Significant relationships were also found between food insecurity and citizenship. Based on the factor analysis and the underlying constructs, four profiles describing different eaters were identified: the planet‐nutrition‐kitchen lover, the utilitarian lonely eater, the body‐driven eater and the mindless eater. The results suggest topics to take into account when developing nutrition interventions or nutrition‐based health prevention programmes. These topics include cooking skills, time constraints, commensality, food variety, pleasure, body concern, mindless eating and stress. Moreover, a marginal but worrisome food determinant is also discussed, namely food insecurity. The results suggest some components to strengthen or incorporate into future nutrition interventions, such as body satisfaction, body image and satiety. Strategies to decrease emotional eating and promote mindful eating are worthwhile considerations when developing a health promotion university programme. The heterogeneity of the living arrangements and how they relate to food behaviours are also of great importance. Lastly, it is crucial to provide food assistance programmes and services to students with financial limitations.

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“…Maiores habilidades culinárias, definidas como conjunto de habilidades mecânicas e físicas utilizadas na preparação de refeições -como cortar, misturar, colocar pra cozinhar -e também planejamento, organização e habilidades conceituais e perceptivas sobre as mudanças dos alimentos quando cozidos, é tipicamente associado com melhor qualidade da dieta, incluindo maior consumo de frutas e vegetais e menor consumo de produtos industrializados e prontos para consumo (WOLFSON e BLEICH, 2015;MCGOWAN et al, 2016;WILSON et al, 2017). Cozinhar, portanto, é um fator individual e modificável que tem relação com as escolhas alimentares.…”

Section: Motivações Para Comer Segundo Cozinhar Ou Nãounclassified

Porque as pessoas comem o que comem? Comparação das motivações para comer entre dois contextos socioeconômicos díspares no Brasil

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AGRADECIMENTOSÀ minha mãe, Maria José, por ser aquela que disse sim bravamente a minha vida. Que ama, cuida, acredita onde posso chegar e investe. Que é meu ponto de partida, certeza de que não estou só no durante e a primeira a quem dedico minhas conquistas na chegada.Admiração, gratidão e amor eterno por ti.À minha orientadora, Marle Alvarenga, pelos votos de confiança e oportunidades. Pela forma gentil e tão efetiva de orientar. Obrigada por ter feito valer a pena sair de tão longe para me inspirar e aprender de perto contigo. Me sinto extremamente privilegiada por ser tua orientanda e que eu tenha a sorte dessa honra em muitos trabalhos futuros.Às queridas Amália Bastos, Mônica Batalha, Vivian Ferraz e Roberta Miranda pela generosa ajuda com a coleta dos meus dados. Vocês me ajudaram na etapa mais exaustiva da minha pesquisa e a minha gratidão é genuína.À minha irmã, sobrinho, família e amigos de São Luís, que virtualmente se fizeram presente durante esses dois anos. Em especial à Patrícia Nunes pela prontidão em me socorrer e pelas visitas sagradas. E Amanda Coimbra e Mônica Batalha que me entenderam e ajudaram a dar um pulo em São Luís numa época dolorosa.Às amigas que ganhei em São Paulo: Kamila Gabe, Natalie Dantas, Cláudia Tramontt, Bianca Salvador, Naiá Ortelan e Isabela Gerdes por todos os momentos de diversão compartilhados. Em especial à Natasha França pelo coração generoso, pela troca de tantas bobagens e por toda atenção e paciência em todas as crises que passei, incluindo as não acadêmicas. Mais que pelos sábios conselhos, obrigada por ter sido ombro e ouvidos que eu sabia poder contar.

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Self-reported food skills of university students

Cited by 54 publications

References 18 publications

Predictors of Food Skills in University Students

Predictors of Food Skills in University Students

Exploring the environmental, personal and behavioural factors as determinants for university students’ food behaviour

Porque as pessoas comem o que comem? Comparação das motivações para comer entre dois contextos socioeconômicos díspares no Brasil

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