Dissertations / Theses: 'College nutrition'

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Chieppa, Joanne. "The effectiveness of nutrition education on nutrition knowledge of female college athletes." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1240.

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Thesis (M.S.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 53 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 32-34).

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Bermudez, Maria Guadalupe. "The effect of nutrition education on the nutrition knowledge of college athletes." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/1768.

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The relationship between nutrition and athletic performance has become a topic of increasing interest in college athletics. This study assessed the effect of nutrition education on the nutrition knowledge and dietary adequacy of female and male college athletes through a pre-test/post-test, control group design. Six weekly lessons were offered to the experimental groups. For female athletes, a two sample t-test indicated significant differences on gain scores for the experimental group (p

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Rogers, Jennifer Lee. "College students' nutrition labeling knowledge and behavior /." View online, 1995. http://repository.eiu.edu/theses/docs/32211998781343.pdf.

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LaBonte, Luc Rene. "Thermogenic Usage in College Students." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447879737.

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Dunnington, Kim Suzanne 1956. "Dietary intake of female college athletes." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277031.

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Dietary intake for female college students representing both athletic and nonathletic groups was studied using 3-day food records to determine whether there was difference in nutrient intake between groups. Body composition and nutritional beliefs were evaluated. Groups included: repertory dance (n = 4), gymnastics (n = 6), basketball (n = 6), cross-country runners (n = 5), volleyball (n = 4), and softball (n = 8). All groups had adequate calorie, high protein, low iron, zinc intake. All groups except volleyball had high vitamin C intake. Body composition ranged from 13.6%-21.7% fat. Eighty-six percent considered themselves over their optimal weight. A majority wanted more information on nutrition (75%) and on weight control (82%). I conclude there is no significant difference between dietary intake of athletic college women as compared to a nonathletic group, there is no significant difference in dietary intake among groups of athletic women, and athletic women consider dietary intake and nutrition knowledge to be important factors in training and competition.

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Litzenberg, Jennifer M. "Nutritional knowledge of athletes perceived vs. actual nutritional awareness /." Virtual Press, 2006. http://www.oregonpdf.org.

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Brooks, Lisa. "Multimedia presentations in nutrition : college students' attitudes and perceptions /." View online, 1997. http://repository.eiu.edu/theses/docs/32211130731519.pdf.

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Beebe, Mara Lee. "Awareness, understanding, and usage of MyPyramid in college students." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1268585771.

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Shakkour, Enas. "The Relationship Between Nutritional Knowledge and Application." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Nani, Mercy Oghenerukewe. "RELATIONSHIP BETWEEN NUTRITION KNOWLEDGE AND FOOD INTAKE OF COLLEGE STUDENTS." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469155764.

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Anderson, Alyssa N. "Effects of Mindful Eating on Food Intake and Selection in College Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1415794559.

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Blaser, Lisa Malan. "The impact of a university wellness requirement on student nutrition and physical activity behavior /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd735.pdf.

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Hannah, Haylee M. "Feasibility and Effects of a Combination Online and Lab-based Nutrition Education and Cooking Course on Nutrition Related Knowledge, Self-Efficacy and Behaviors of First-Generation College Students – The Gen-1 Cooking Initiative." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1552386953980886.

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Cameron, Nancy G. "Fueling the Body: Nutrition for Endurance." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/7073.

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Ball, Brita Michelle. "Qualitative Description of College Students' Dinner Groups." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2516.

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Objective: The purpose of this study was to discover how college students conduct dinner groups and students' perceptions of the benefits and difficulties of participation. Design: Qualitative study conducted with seven focus groups. Setting: A university campus. Participants: Thirty-six college students participating in dinner groups. Dinner groups were defined as a group of ≥3 people cooking for each other (or together) and eating together ≥4 times a week. Analysis: The focus groups were recorded, transcribed, coded, and reconciled. NUDIST® NVivo software was used in identifying themes and subthemes. Results: Dinner groups were composed of roommates and/or other students living nearby. They rotated who made each dinner. Benefits identified included social interaction, increasing confidence in cooking, saving money and time, and eating more varied and healthier foods. Difficulties were mentioned but were much less common. They included increased time spent on days the student cooked and stresses related to cooking on a schedule. Students found that the benefits far outweighed the difficulties and universally wanted to continue in a dinner group. Conclusions and Implications: College students enjoy dinner groups and promoting them may be an option for improving college students' eating habits. Nearly all students felt that they ate better in a dinner group but research is needed to assess actual intake.

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Hennessy, Jacalyn A. "Nutrition knowledge, attitudes, interests, and practices of Illinois college wrestlers /." View online, 1990. http://repository.eiu.edu/theses/docs/32211998880616.pdf.

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Goetze, Amanda M. "Comparison of perceived and actual nutrition needs of college-age students /." View online, 2005. http://repository.eiu.edu/theses/docs/32211131281282.pdf.

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Fairow, Deborah J. "Disordered eating, stress, failure, and nutrition knowledge among college women /." View online, 1989. http://repository.eiu.edu/theses/docs/32211998880255.pdf.

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Kruto, Diane. "Nutrition knowledge, interests, and dietary practices of female college athletes /." View online, 1993. http://repository.eiu.edu/theses/docs/32211998880835.pdf.

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Song, Xiaofei. "Influence of nutrition literacy on college-age population’s dietary behavior." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/17747.

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Master of Science
Department of Journalism and Mass Communications
Nancy Muturi
Background: With the growing concern of obesity in the United States, food, as the main source of energy and nutrition has become an issue of research interest. Though the Nutrition Labeling and Education Act of 1990 (NLEA) requires nutrition information to be made available for customers in order to guide their dietary choices and intake, obesity rate has increased significantly in the past 20 years. This study examined how nutrition literacy affects college-age population’s reading nutrition labels, and how motivation of label reading associated with predictors of the label reading behavior. Method: An online, self-administered questionnaire was conducted among a randomized sample of 171 students from a Mid-Western university. The questionnaire was structured with key variables derived from the Theory of Planned Behavior (TPB) and the Elaboration Likelihood Model (ELM); such as attitude to make food choices based on reading nutrition labels. Levels of nutrition literacy were measured by questions derived from a nutrition labels survey. Data analysis was conducted with Pearson’s correlation and analysis of variance (ANOVA). Results: Majority of the college student respondents in this study had adequate nutrition literacy. Though no significance was revealed from the correlation between nutrition literacy and the dependent variables due to the limit variance in nutrition literacy data, this study found that individual’s motivation to read nutrition label and attitude towards reading nutrition label are positively related. Results also showed that individuals with higher motivation to read nutrition labels have better perceived behavioral control of reading nutrition labels. Conclusion: Participants in this study, as an emerging adulthood population with college-level education, revealed adequate nutrition literacy in general. It can also be concluded that improvement in attitude towards certain behavior relates to development in motivation and perception-based involvement.

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Klitzky, Julie A. "Nutrition knowledge and eating behaviors among male and female collegiate athletes and non-athletes." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1399186.

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The purpose of the study was to determine if there is a difference in nutrition knowledge and eating behaviors among collegiate male and female athletes and non-athletes. Although a vast majority of research has looked at female athletes, to date there has been limited research comparing athletes and non-athletes, specifically investigations involving males.A sample of male and female collegiate athletes and non-athletes completed an online questionnaire. The questions were formulated based the 2005 Food Guide Pyramid as well as factual nutrition knowledge questions. Once the survey was completed, the data was analyzed using the Pearson Correlation and ANOVA.A total of 1,252 participants completed the survey with a little over 78% being female. Only 7.2% (n=90) of the participants reported they were members of a collegiate sports team. The overall mean score for nutrition knowledge was 11.42 ±2.30 for all participants, representing a correct score of only 57%. Athletes had a mean score of 11.15 +2.55 and non-athletes with a mean score of 11.44 +2.28 showing no statistical difference. When comparing gender, females had a mean nutrition knowledge score of11.56 ±2.31 and males had a mean score of 10.90 ±2.22. Although females had a higher average knowledge score than males, this was not found to be statistically different.Eating behaviors were assessed using the 2005 Food Guide Pyramid. Males ate significantly more meals/day and servings of vegetables, grains, dairy and meats, nuts and beans than their female counter part. When looking at eating behaviors of athletes and non-athletes, very few statistical differences occurred. Athletes ate significantly more meals per day (3.29 ±.69) than non-athletes (2.65 ±.70). Similarly, athletes consumed significantly more (3.00 ±.74) cups of fruit per day than non-athletes (2.68 ±.59). No statistical differences were found between athletes and non-athletes for the amount of vegetables, grains, dairy, meats, nuts, and beans and fast food consumed.
Department of Family and Consumer Sciences

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Coffman, Anna M. "Beverage Choices of College Students and the Factors Influencing those Choices." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542317862606786.

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Range, Sheila K. "College students' fruit and vegetable attitudes and practices /." View online, 1996. http://repository.eiu.edu/theses/docs/32211998835484.pdf.

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Florini, Jeanne Pranger. "Development and use of nutrition newsletters to educate college residence hall students /." View online, 1994. http://repository.eiu.edu/theses/docs/32211998858833.pdf.

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Schwartz, Sarah Ann. "Employing the induced hypocrisy paradigm to encourage nutrition on college campuses." Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1652.

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Swanton, Deborah Lynne. "College athletic trainers and nutrition education: a vital link for athletes." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33568.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Athletes are striving to achieve an edge over their opponents. Instead of focusing on dietary practices to enhance their performance, athletes often resort to supplements. Creatine is one of the most common supplements used by athletes. Inconsistencies exist in the literature regarding recommended dosage, benefits, and short and long-term health consequences of creatine supplementation. In addition, athletes are bombarded with inaccurate information concerning proper nutritional practices. Athletic trainers are educated in nutrition and are expected to play a role in educating athletes regarding their dietary habits. The purpose of this study was to investigate the methods athletic trainers use to educate athletes in nutrition, to determine what methods they believe are most effective, and to reveal athletic trainers' attitudes and beliefs regarding creatine supplementation. The subjects consisted of athletic trainers from 52 out of 118 colleges and universities in New England for a 44% institutional return rate. Eighty-one athletic trainers participated in the study. Quantitative and qualitative data was collected through a survey and interviews. Athletic directors provided additional information to corroborate athletic trainers' responses. Athletic directors from 66 schools out of 118 in New England responded to a questionnaire for a 56% return rate. Findings indicate athletic trainers believe they are responsible for nutrition education and they have the ability to influence athletes. The most used educational methods identified were individual meetings, handouts, and team meetings. Athletic trainers rated individual meetings, guest speakers, and lectures by the athletic training staff as the most effective educational strategies. Findings suggest educational efforts are minimal and inconsistent within and between institutions. Athletic trainers believe they are ineffective and inadequate in educating athletes. The primary reasons cited for their ineffectiveness are "time" and "lack of staff." Other major findings indicate athletic trainers do not support the use of creatine by athletes and are in support of the NCAA ban on creatine distribution by member institutions. Qualitative analysis exposed a number of issues surrounding creatine supplement use by athletes and the NCAA ban on creatine distribution.
2031-01-01

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Ljuboja, Joka. "Calcium and iron intake between college aged female dancers and non-dancers." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902463.

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The objective of this study was to investigate if there was a difference in the dietary intake of calcium and iron between female college aged dancers and non-dancers. Three day food records of 18 dancers and 21 non-dancers were analyzed for calcium and iron using Nutritionist IV computer software. Though not statistically significant dancers had a higher intake of calcium than non-dancers (864.7 mg/d vs. 796.2 mg/d) The main sources of calcium for both groups was milk followed by cheese. Mean daily intake of iron for dancers and non-dancers was 16.9 mg/d and 16.5 mg/d respectively. Grains were the main source of iron for both groups. A participants survey was used to collect descriptive data such as height, weight, smoking status, hours spent exercising , use of multivitamin supplements and nutrition course attended. Five dancers and four non-dancers took multivitamin plus mineral supplements. Reasons for use of supplements were: perceived notion that supplements provided energy and participants thought their diet was inadequate. The dietary habits of 38 % of the non-dancers who had previously had a nutrition course was not positively influenced by nutrition education.
Department of Home Economics

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Moncur, Cara A. "Relationship between Dietary Calcium Intake and Weight Gain Among College Freshmen at Utah State University." DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/5540.

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The present study was conducted with the use of data from the Freshmen Health Study, a longitudinal study of college freshmen aged 18 that examined change in diet, physical activity, and weight during the first year of college at Utah State University (USU). Participants were assessed at different data collection periods including the beginning and end of their first semester attending USU. Participants' height and weight were measured and they were given a self-administered Food Frequency Questionnaire at each data collection. Simple linear and multivariate logistic regression was used to assess how dietary calcium intake related to weight change over a 16-week study period (one semester). There were 153 (82%) subjects who completed the second data collection during December 2005. The difference in weight between the beginning and end of fall semester was considered the main outcome. Changes in dietary calcium, dairy intake, and milk intake were also assessed as main outcomes. Means and standard deviations were used to describe population characteristics. Analysis of variance (ANOV A) was used to compare means across gender and quartiles of calcium intake. Simple linear regression and logistic regression were used to analyze the relationship between dietary calcium intake and weight change. The multivariate logistic model controlled for gender, physical activity, baseline BMI, and fruit and vegetable intake. Risk of weight gain was not associated with increasing quartile of dietary calcium intake in either unadjusted or multivariable logistic regression models. Subjects' mean calcium and dairy intake decreased significantly from baseline (p < 0.001). Although the average calcium intake for this population was less than current recommendations set by the FDA, dietary calcium intake did not appear to have any influence on weight change. Dairy and milk intake decreased significantly from high school to college; therefore, specific interventions to increase calcium intake from dairy foods would be appropriate in the adolescent population, especially in college freshmen.

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Iwanski, Geraldine E. "Undergraduate student attitude and acceptance of computer enhanced instruction in a college nutrition course." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000iwanskig.pdf.

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Bruce, Agnes R. (Agnes Rodriguez). "Nutrition Knowledge and Attitudes of Students in Four-Year Hospitality Programs." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500849/.

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The purpose of this research was to determine the level of nutrition knowledge of students in four-year hospitality programs; their attitudes toward nutrition in general (general attitudes); and their attitudes toward its role in commercial foodservice (restaurant attitudes). Correlations between knowledge and attitudes and differences based on gender, age, college classification, and completion of a college nutrition course were also examined. Hospitality management majors in baccalaureate programs at three Texas universities completed 454 usable questionnaires. Although knowledge was not extensive, general and restaurant attitudes were positive. Knowledge was influenced by all factors except gender. General attitudes were influenced by gender, age, and classification. Only gender influenced restaurant attitudes. Knowledge was positively correlated with favorable attitudes.

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Grove, Elizabeth D. "Childhood Food Exposure, Parental Feeding Practices, and Current Food Neophobia in College Students." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554503321191901.

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Keller-Grubbs, Georgia A. "Differences in nutrition knowledge and dietary intake among female university cross-country runners upon completion of a nutrition education program." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902470.

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The purpose of this study was to determine the nutrition knowledge and dietary intake before and after the implementation of a nutrition education program among university female cross country runners. The nutrition education program consisted of three, onehour sessions comprised of the following topics: general diet recommendations including carbohydrate, fat, protein, and the five food groups, iron status, fluids and hydration, amenorrhea, calcium intake and its effect on bone mass, and pathogenic weight control. Female cross country runners from Ball State University, Muncie, Indiana, and Indiana State University, Terre Haute, Indiana served as the experimental groups, and Anderson University, Anderson, Indiana served as the control group. Teaching materials including outlines, handouts, and discussion questions were developed, presented, and distributed at each session. Evaluation of nutrition knowledge was completed through a pre-test, and post-test which consisted of 22 multiple choice / true/false questions. The nutrition education program significantly increased the nutrition knowledge for the experimental group (n = 9) from a mean pre-test score of 11.22 +/- 4.74 to a mean post-test score of 15.44 +/- 3.88. The quiz was developed with questions from two other quizzes used in previous research including Worme, et al., (1990) and Barr (1986) as well as a few additional questions developed by the primary investigator. Dietary intake was evaluated using three-day diet records prior to the nutrition education program and immediately following. In addition, three experimental subjects and three control subjects completed follow-up diet records one month following the nutrition education program but was not included in the data analysis. There were no significant changes in any of the 21 nutrients assessed; however, there were a few which approached statistical significance including thiamin (p<0.0528), dietary fiber (p<0.0865) and saturated fat (p<0.0737). Participants in the study seemed very receptive to the chosen topics but was especially interested in the topic of amenorrhea. Although not asked, four subjects did report that amenorrhea had been a problem- in the past including one subject who still had the problem. The primary investigator feels the educational program had a positive affect on the subjects. It is important to educate athletes about nutrition and the effects on health, especially young females involved with sports in which body weight has an influence on performance. This study could be repeated in the future to further study dietary intake and how nutrition education affects eating behaviors over a long period of time in this population.
Department of Home Economics

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Blaser, Lisa Marie. "The Impact of a University Wellness Requirement on Student Nutrition and Physical Activity Behavior." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/269.

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Purpose: The Brigham Young University General Education Wellness Program has three options available to students to fulfill the programs requirement. The purpose of this study was to assess the impact of these three wellness options. Specifically we wanted to know; does the university wellness requirement affect student nutrition and physical activity behaviors and do the various options available differ in their abilities to impact student nutrition and physical activity behaviors? Methods: A three-group pretest/posttest design was used and a survey was administered, at both the beginning and end of the semester, to all students enrolled in HEPE 129, live and online, and all 100 level Physical Education activity classes. The final study design included 303 student responses from HEPE live, 551 responses from HEPE online and 270 responses from the activity classes. Data analysis of between and within group differences was conducted for each nutrition and physical activity behavior. Results: HEPE online students had small but significant improvements in estimated VO2 max, and in the percentage of students who ate bran or whole grain cereal once/day or more. The activity classes increased significantly for almost all of the physical activity behaviors including estimated VO2 max, days/week of moderate activity, and the percent of students getting 30 minutes/day of vigorous activity, but only one of the nutrition behaviors, whole wheat food intake. HEPE live students increased for every variable, some more significantly than others. Conclusion: These findings suggest that of the three wellness options offered at Brigham Young University, the HEPE live class had the largest impact on improving nutrition and physical activity behaviors across a one semester time period, the activity classes had the next largest impact, and HEPE online had the least impact.

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Warmin, Andrew. "Cooking with a chef a culinary nutrition intervention for college aged students /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1246565974/.

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Larsen, Katrina J. "Change in Eating Competence in College Students Enrolled in Basic Nutrition Courses." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2251.

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Objective: Determine change in eating competence (EC) and factors related to EC in students enrolled in basic nutrition courses at a major private university. Design: Eating competence was measured by administering the ecSatter Inventory (ecSI) both before and after class intervention. Additional data on eating disorder prevalence, food security, and general demographics were also collected in the same structured survey. Significance identified with p value <0.01. Setting/Participants: This survey was administered to 566 students enrolled in basic nutrition courses at a major private university in the western United States. Analysis: ANOVA was used to determine relationships between ecSI end scores and participant characteristics. ANCOVA was used to determine relationships between change in ecSI scores over time and participant characteristics. Results: Enrollment in NDFS 100 is associated with an overall increase in eating competence (EC). However, students with current eating disorders had a significant decrease in EC during enrollment. Current or past eating disorders and low or very low Food Security Status were associated with lack of EC. Females and younger participants were not eating competent at the course end. Enrollment in NDFS 201 was not associated with significant change in EC. Conclusions: Basic nutrition instruction improves EC among students without eating disorders. Low food security status and presence of an eating disorder may be a barrier to improving EC.

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Gresser, Melissa R. "The Consumption of Dairy and Dairy Alternatives and the Perception of Dairy in College Students." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428574455.

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Beebe, Mara Lee. "Awareness, Understanding, and Usage of My Pyramid in College Students." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1268585771.

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Fernandez, Danthea Aline. "Temporal discounting and body mass index in college students." Thesis, University of Missouri - Kansas City, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1551599.

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Overconsumption of food and drink can lead to overweight and obesity, which in turn can lead to chronic diseases such as heart disease and diabetes. Current data show that two-thirds of the adult population in the United States is overweight or obese. A research study was conducted at the University of Missouri-Kansas City with a sample of 148 students. The goal of the study was to examine the relationships between weight status, self-reported eating behavior, and temporal discounting. To assess these constructs, self-reported eating behavior measures and a temporal discounting measure (which assesses impulsivity and the ability to delay gratification) were used.

The first hypothesis proposed higher BMI would be significantly related with greater impulsivity as determined by temporal discounting rates. The second hypothesis proposed that higher BMI would be significantly related with increased eating-related disinhibition, decreased diet restricting, decreased healthful habits, and increased hunger-related behavior. The third hypothesis proposed that individuals with greater impulsivity would report increased eating-related disinhibition, decreased diet restricting, decreased healthful habits, and increased hunger-related behavior.

In evaluating the first hypothesis, the study results found no significant relationship between BMI and impulsivity (determined by temporal discounting rates) for this sample. However, for the second hypothesis, it was concluded that an increase in BMI was weakly related to an increase in dietary restraint (i.e, meal planning) and eating-related disinhibition (i.e., not being able to stop eating or keep oneself from eating). The study results for the third hypothesis also concluded that as impulsivity increase was weakly related to an increase in hunger-related behavior and feelings (i.e., feeling hungry; eating related to hunger).

Overall, it was expected that there would be stronger correlations between BMI, self-reported eating behavior, and temporal discounting rates. Further research is needed to understand better the relationship between obesity and temporal discounting.

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Bartlett, Michelle. "The evaluation of a nutrition education and fitness program with a contest component among college students using the RE-AIM framework." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10740.

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Thesis (Ph. D.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains vi, 124 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

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Gay, Brielle Stark. "Nutrition Knowledge and Perception of Vegetarian Diets in Vegetarian and Non-Vegetarian, Male and Female College Students." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1536576732666692.

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Baker, Holly Jean. "Physical activity and nutrition related variables in hispanic and non-hispanic college students." FIU Digital Commons, 2000. http://digitalcommons.fiu.edu/etd/1375.

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It has been estimated that one in four adults have sedentary lifestyles. In addition there appears to be an increase in obesity across the life span. It is of great importance to the health of this nation to understand how to promote more active lifestyles through the identification of lifestyle behaviors of active individuals and potential predictors of physical activity (PA). Seven hundred and seventy-seven college students were surveyed to investigate the relationship between nutrition related variables (i.e., dietary restraint, nutrition knowledge, food choice and body weight concerns) and PA. In this study, over half of the students reported doing 30 minutes of moderate intensity PA daily. Vigorously active males and females chose low fat foods more often than the less active group. Exercisers and non-exercisers had similar nutrition knowledge. The results of this study suggest that students who are more active are more conscience about making healthier food choices.

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Detoya, Maria Stephanie. "Canned Food Choices of College Students Using the Nuval (RTM) Nutrient-Profiling System." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638735.

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The purpose of the study was to determine if student participants can accurately choose the most nutritious canned food product when given specific brand choices with similar food label. Results showed a statistically significant difference in mean percent correct score in canned fruits compared to canned vegetables. Mean percent correct score for canned fruits was significantly higher among participants with annual income greater than $10,001. Mean percent correct score for canned vegetables was significantly higher among non-health related majors than health related majors. Further research is recommended to show trends in accuracy of choice of nutritious canned foods among college students.

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Leininger, Dawn. "Consumption and knowledge of folate among college students /." View online, 1998. http://repository.eiu.edu/theses/docs/32211130891409.pdf.

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Smiley, Kathlyn Elaine. "Freshmen weight gain: The convergence of popular culture, college transition and nutrition education." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186798.

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The Freshmen Weight Gain is the weight freshmen expect to gain their first year at college. The Freshmen Weight Gain has not been proven by standard research methods, however, students perceive it to be a real phenomena. Students concerned about the Freshmen Weight Gain may try to prevent it by using pathological dieting practices that are damaging to their physical and emotional health. Students who have existing body image/weight concerns may be at higher risk for developing an eating disorder. Standard weight management techniques do not appear to decrease students' concern for getting the Freshmen Weight Gain. An ethnographic study with thirty-nine freshmen living on campus at a large southwestern public university was conducted to develop a students' explanatory model for the Freshmen Weight Gain. Students described coming to college with limited knowledge about the freshmen culture and that there were limited external controls, rituals and role models to guide their behavior during their freshmen year. Students described that many of the normal changes in adjusting to college create lifestyle behaviors that leading to feeling out of control. Students described the stress of college transition coupled with experimentation results in their making lifestyle changes contributes to feeling out of control and needing some means to making boundaries with food and alcohol. Students also describe college food service to be partially responsible for the Freshmen Weight Gain, regardless of the quality of the individual school's food service system and in spite of the students learning to make healthy choices is presented. Thematic and narrative analysis revealed that students use the Freshmen Weight Gain to provide external controls that they need to decrease their stress. Theoretical support for the author's premise regarding the role of the Freshmen Weight Gain in the freshmen culture. Recommendations for further research to further assess the students' explanatory model for the Freshmen Weight Gain and recommendations to residence life, student health service and university administrative professionals concerning means for improving the students' college transition and food choices are presented as well.

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Schroeder, Angela Marie. "THE EFFECT OF AN INTRODUCTORY NUTRITION CLASS ON COLLEGE STUDENT'S ATTITUDE TOWARD BREASTFEEDING." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1286833323.

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Wilkins, Julianne G. "Knowledge and Perception of College Students Toward Genetic Testing for Personalized Nutrition Care." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491906065477344.

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Funk, Holden E. "A quantitative evaluation of cooking classes taught to college students with Autism Spectrum Disorder." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140473.

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The purpose of this study was to determine the impact a specialized cooking course can have on cooking behaviors in college students with Autism Spectrum Disorder. Specifically, the study aimed to identify if learning how to handle and cook food altered the following variables in young adults with Autism: methods of cooking, frequency of self-prepared meals, and confidence in participants’ ability to prepare meals for themselves.

Subjects were participants in California State University, Long Beach’s Learning Independence For Empowerment (LIFE) Project cooking class- an elective 6-week cooking class offered annually to students with ASD who are students of Disabled Student Services. The class was designed and taught by a Registered Dietitian Nutritionist using recipes that met nutritional considerations for this population. Pre-and post-tests were administered during the first and final sessions of the cooking class; two years worth of data was obtained and combined. Paired samples t-tests data analysis determined that completion of the cooking class significantly increased participant’s cooking frequency, as well as confidence in cooking ability.

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Brodie, Taylor A. "Does a relationship exist between sustainable eating involvement, sustainable eating behaviors, and sustainable eating barriers in midwest college students?" Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586357657557693.

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Boyee, Jennifer Kristin. "PRACTICE AND APPLICATION OF KNOWLEDGE BY NUTRITION STUDENTS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/122.

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Practice and knowledge of upper‐level human nutrition and dietetics students (juniors and seniors, n=96) attending a midwestern university were compared to their comprehension and application of the Scope of Dietetics Practice. The sample consisted of 96 students, primarily (72%) in the 21 – 23 age category; females made up 83% and males comprised the remaining 17% of the sample. In this sample, 70% of the participants reported dietetics as their current major, and 30% stated that their major was human nutrition. Overall, students majoring in human nutrition responded neutrally to the questions concerning comprehension, knowledge, and implementation of the Scope of Dietetics Practice, while participants majoring in dietetics reported better knowledge, comprehension, and implementation of the Scope of Dietetics Practice. However, students majoring in human nutrition reported increased use of nutrition information to diagnose others than were students studying dietetics. In general, participants responded to questions regarding their practice and application of nutrition knowledge to themselves and others as would be expected, though there were differences between the students studying human nutrition and those studying dietetics.

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McKinney, Courtney E. "Assessment of Dietary Behaviors of College Students Participating in the Health Promotion Program BUCS: Live Well." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1105.

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Rates of adult obesity in the United States continue to rise, especially among the college-age population who typically practice poor dietary choices, contributing to weight gain. College-age students experience a transitional phase called ‘emerging adulthood’ where they learn autonomy in many areas that influence long-term health status. The purpose of the online health promotion program BUCS: Live Well was to promote self-efficacy in ability to incorporate positive dietary changes, assess incidences of positive dietary habits after completing the program, and determine if weight status, residence, and health perceptions influence dietary behaviors. BUCS: Live Well was successful in assessing current dietary intake, facilitating positive dietary changes, and improving self-efficacy about incorporating positive dietary changes, although it did not promote weight loss. Online health promotion programs for college students are effective in initiating lifestyle modification and need to be available in hopes of reducing the obesity rate in this population.

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Dissertations / Theses on the topic 'College nutrition'

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