BACKGROUND/OBJECTIVES: This study aimed to identify key perceived consumption values in the context of upcycled food and examine how these perceived consumption values influence consumer attitudes and purchase intentions among young females. Additionally, the study explored differences in perceived consumption values, attitudes, and purchase intentions based on levels of food neophobia and environmental awareness (EA). SUBJECTS/METHODS: A self-administered online survey was conducted among female college students at a university in Jeollanam-do, South Korea, in April 2025. A total of 236 valid responses were collected. To test the proposed relationships between variables, factor analysis and multiple regression were performed. Additionally, independent samples t-tests were used to examine differences in consumer perceptions based on levels of food neophobia and EA. RESULTS: Exploratory factor analysis identified 4 perceived consumption values constructs, emotional, epistemic, functional, and economic values, excluding social value due to factor cross-loading. Multiple regression analysis showed that emotional (β = 0.434) and epistemic values (β = 0.324) were significant predictors of positive attitude toward upcycled food.Purchase intention was significantly influenced by emotional (β = 0.409), epistemic (β = 0.224), and economic values (β = 0.145). Independent samples t-tests showed significant group differences across all variables for food neophobia (P < 0.001), with neophilic consumers demonstrating more favorable value perceptions, attitude, and purchase intention. For EA, significant group differences were observed across all variables except epistemic value. CONCLUSION These findings suggest that emotional and epistemic appeals are particularly effective in engaging young female consumers in the upcycled food market. The strong acceptance observed among environmentally aware and less neophobic consumers underscores the importance of emphasizing environmental benefits, emotional engagement, and perceived value to improve consumer acceptance of upcycled food.

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.

Objectives: The purpose of this study was to investigate the perception of nutrition teachers and the factors influencing their intention toward sustainable dietary education utilizing the theory of planned behavior (TPB). Methods: The self-administered online survey was completed by nutrition teachers in Jeollanam-do, South Korea. A total of 151 valid questionnaires were analyzed. Factor analysis and multiple regressions were employed to test the research model. Results: The study findings demonstrated that all TPB variables significantly influenced the sustainable dietary educational intention, with the degree of influence ranking as follows: external perceived behavioral control (β = 0.417), attitude (β = 0.240), internal perceived behavioral control (β = 0.207), and subjective norms (β = 0.181). For external perceived behavioral control, nutrition teachers and elementary schools exhibited higher levels compared to dietitians and middle/high schools, respectively. The participants in sustainable dietary education training programs exhibited a higher level of internal perceived behavioral control compared to those who did not participate. The highest perception levels were reported for attitude (4.26), followed by subjective norms (4.02), internal perceived behavioral control (3.67), and external perceived behavioral control (3.20). Conclusions This study affirmed that the TPB variables elucidated the sustainable dietary educational intentions of nutrition teachers. The significant impacts of external and internal perceived behavioral control, attitude, and subjective norms on educational intentions were confirmed. Consequently, proactive support from schools and governments is essential to enhance the facilitating factors and mitigate the barriers toward sustainable dietary education in schools.

Objectives: This study aimed to investigate the importance and performance levels of sustainable dietary education across the health, environment, and society domains as perceived by nutrition teachers and evaluate the needs and priorities for sustainable dietary education. Methods: An online survey was conducted for 151 nutrition teachers in Jeollanam-do. The survey included 20 questions across the health, environment, and society domains. The data were analyzed using a paired-sample t-test, the importance-performance analysis (IPA), the Borich needs assessment model, and the locus for focus model. Results: Overall, the average importance levels of the 20 items of sustainable dietary education were significantly higher than their average performance levels (4.44 vs. 3.68). The examination of each educational domain revealed that although the importance of education in the health domain was recognized and actively practiced by the nutrition teachers, the performance was comparatively lower in the environment and society domains. The Borich needs assessment and the locus for focus model identified education on biodiversity conservation, plant-based protein, and the use of local food as the top-priority group in the environment domain along with fair and ethical food, food security, regional food culture, food policy and trade, and family dining culture as the second-priority group in the society domain. Conclusions The results of this study underscore the need to support the nutrition teachers’ perception and practice of sustainable dietary education in the environment and society domains. We believe that the educational needs and priorities proposed in this study will be considered in the future development and modification of sustainable dietary education programs.

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.

The purpose of this study was to propose the appropriate sizes and dish combination for nutritional-balanced lunch boxes delivered to children under the government-funded meal service program in Korea. The study was based on the 3 : 1 : 2 Meal Box Magic, a nutrition education method developed in Japan. A total of 290 lunch menus, comprising of 10 day menus from 29 organizations having delivered lunch boxes to children during summer vacation of 2008, were analyzed and used as the base data for lunch box combination. Dishes of the menus were classified into 6 groups: Rice group, Protein side dish group (including meat, fish, egg, and bean dishes), Vegetable side dish group, Kimchi group (including kimchi and jangajji), Soup, stew group, and the other group. Nutrient analysis was conducted for 100 ml of these dishes by CAN Pro 3.0 utilizing volume and weight conversion data used for analysis of the Korea Health and Nutrition Examination Survey and those from the Nutrient Composition of Food for Consumers. All the possible combinations of 5 dishes, comprising of 3 dishes from Rice group, Protein side dish group, and Kimchi group, respectively, and 2 dishes from Vegetable side dish group, were made using the frequently served dishes from the respective dish group. Nutrient analysis of each combination was conducted based on the assumption that a lunch box was 600 ml and filled up to 80% by dishes using the volume ratio of 3 : 1 : 1.5 : 0.5 for Rice group : Protein side dish group : Vegetable side dish group : Kimchi group. The mean and standard deviation of energy and nutrients of all combinations calculated by weighting the serving frequency of each dish selected for the combinations were 621 +/- 81 kcal for Energy, 22.1 +/- 5.0 g for Protein, 120 +/- 45 mg for Calcium, 4.1 +/- 1.1 mg for Iron, 201 +/- 130microgram RE for Vitamin A, 0.34 +/- 0.10 mg for Thiamin, 0.27 +/- 0.10 mg for Riboflavin, and 24.3 +/- 9.6 mg for Vitamin C. The energy percentages from Carbohydrate, Protein and Fat were 66%, 14% and 20%. The analysis results met the nutrition standard of lunch boxes for male elementary students in grades 4 through 6 under the government-funded meal service program regarding calories, nutrients except calcium and riboflavin, and macronutrient distribution ranges. Accordingly appropriate box sizes were suggested for different age and sex groups to meet the respective nutrition standards. In addition, milk or dairy products were suggested to accompany lunch boxes to supplement calcium and riboflavin intake. The method of selecting box sizes and making dish combination suggested in this study could be useful for the organizations preparing lunch boxes under the government-funded children's meal service program where nutrition professionals are not available.
Ascorbic Acid ; Calcium ; Child ; Dairy Products ; Humans ; Iron ; Japan ; Korea ; Lunch ; Magic ; Male ; Meals ; Meat ; Milk ; Ovum ; Riboflavin ; Vegetables ; Vitamin A