지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2025.4
- 수록면
- 305 - 317 (13page)
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초록· 키워드
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BACKGROUND/OBJECTIVES: This study aimed to investigate the effects of college-level nutrition and culinary education on cooking and eating behaviors, as well as psychosocial well-being among students in the United States.
SUBJECTS/METHODS: The study examined changes in cooking attitude, confidence, skills, cooking frequency, and the intake of fruits, vegetables, and whole grains among 73 college students at a university in the southeastern United States over 4 consecutive semesters, from Fall 2018 to Spring 2020. A mixed-methods research design was used to obtain both qualitative and quantitative data. Qualitative data analysis was conducted to explore additional life and psychosocial benefits beyond cooking.
RESULTS: Significant improvements were observed in participants’ cooking attitudes, confidence, and skills following the education intervention ( P < 0.001). Cooking attitude scores increased from 3.89 to 4.29, while cooking confidence rose from 2.89 to 3.99.
Participants also reported higher cooking frequency, along with increased fruit and vegetable consumption (2.68 to 3.77 and 2.74 to 3.8, P < 0.001), though there was no significant change in whole grains intake. Qualitative analysis revealed 4 major themes—teamwork, time management, self-esteem, and financial literacy—highlighting the perceived life and psychological benefits of the course.
CONCLUSION: Integrating cooking labs into college nutrition courses effectively enhances cooking skills, promotes healthful eating behaviors, and contributes to broader psychosocial well-being among students. These improvements were attributed to hands-on lab activities and collaborative learning environments, fostering self-efficacy and life skills.
SUBJECTS/METHODS: The study examined changes in cooking attitude, confidence, skills, cooking frequency, and the intake of fruits, vegetables, and whole grains among 73 college students at a university in the southeastern United States over 4 consecutive semesters, from Fall 2018 to Spring 2020. A mixed-methods research design was used to obtain both qualitative and quantitative data. Qualitative data analysis was conducted to explore additional life and psychosocial benefits beyond cooking.
RESULTS: Significant improvements were observed in participants’ cooking attitudes, confidence, and skills following the education intervention ( P < 0.001). Cooking attitude scores increased from 3.89 to 4.29, while cooking confidence rose from 2.89 to 3.99.
Participants also reported higher cooking frequency, along with increased fruit and vegetable consumption (2.68 to 3.77 and 2.74 to 3.8, P < 0.001), though there was no significant change in whole grains intake. Qualitative analysis revealed 4 major themes—teamwork, time management, self-esteem, and financial literacy—highlighting the perceived life and psychological benefits of the course.
CONCLUSION: Integrating cooking labs into college nutrition courses effectively enhances cooking skills, promotes healthful eating behaviors, and contributes to broader psychosocial well-being among students. These improvements were attributed to hands-on lab activities and collaborative learning environments, fostering self-efficacy and life skills.
목차
ABSTRACT
INTRODUCTION
SUBJECTS AND METHODS
RESULTS
DISCUSSION
REFERENCES
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