BACKGROUND/OBJECTIVES: Sustainability has become one of the top priorities in the foodservice industry. With an increase in consumer interest in sustainability and educational opportunities in higher education, it is important to know what sustainable practices are implemented in campus dining and how sustainable practices affect consumers’ responses.This study aims to identify the key sustainable practices in the campus dining context, and investigate the relationship by applying the stimulus-organism-response framework to determine whether the key sustainable practices influence consumers’ perception and behavioral intentions. SUBJECTS/METHODS: The self-administered online survey was distributed to college students in 8 dining halls at a large southeastern university in the United States from September 20–October 10, 2019. A total of 382 valid questionnaires were collected, and factor analysis and multiple regressions were utilized to test the research model. RESULTS: This study identified 4 dimensions of campus sustainability with a total of sustainable practices: sustainable food, waste management, energy/water conservation, and recycling/reuse. Three dimensions of sustainable campus practices (i.e., sustainable food, waste management, recycling/reuse) played a significant role in consumers forming a perceived value while energy/water conservation did not significantly influence the consumers’ perceived value toward the campus dining. Waste management was identified as the most important practice to enhance consumers’ perceived value (β = 0.330). Using sustainable food and recycling/reuse were ranked second and third, respectively (β = 0.262, β = 0.154). The findings confirmed the significant positive relationship between perceived value and revisit intentions. CONCLUSIONS The findings support the inclusion of dining sustainability as a critical component in explaining college students’ perceived value and revisit intention toward campus dining. Furthermore, this study provides practical implications for university administrators and foodservice operators to consider the key sustainable practices to meet the consumers’ value and revisit intentions.

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.

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.

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.

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.

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.

School lunches serve to improve nutritional status and to promote the health of children. The purpose of this study was to investigate the portion sizes of school lunches served and consumed in Japanese elementary schools. In addition, gender difference in servings and consumption were also studied. A cross-sectional study was undertaken between October 2007 and February 2008 in schools located in Tokyo and Okayama, Japan. A total of 192 fifth-grade children attending four elementary schools participated in this study. Weighed plate waste methods and observation were used to collect dietary data for two non-consecutive days. The proportion of children who chose staple foods along with main dishes and/or side dishes for at least one day was higher in boys than in girls (respectively, for staple food: 42.1% vs. 9.3%, for main dish and/or side dish: 68.4% vs. 44.3%, P < 0.001). The ratio of initial amount served to amount offered was 0.88 +/- 0.11 for boys and 0.84 +/- 0.10 for girls (P < 0.05). The ratio of amount consumed to amount offered was 1.04 +/- 0.19 for boys and 0.88 +/- 0.12 for girls (P < 0.001). Weight was related to amount consumed both in boys (r = 0.222, P < 0.05) and in girls (r = 0.201, P < 0.05). These findings suggest that the nutritional standards of school lunch programs should take into account gender differences. Clearly, boys were more likely to consume more than the initial amounts served due to their higher propensity to take second helpings. Boys feel few reservations about taking second helpings to adjust their total intake. However, school lunch plans should take into consideration girls' reluctance to do so, by serving appropriate initial portion sizes.
Asian Continental Ancestry Group ; Child ; Cross-Sectional Studies ; Humans ; Japan ; Lunch ; Nutritional Status ; Tokyo