Examining the Roles of Emotional Eating and Interactive Nutrition Literacy in Predicting Diet Quality Among Undergraduates

Background

Literature regarding the relationship between stress and undergraduates’ dietary choices has been extensively documented, yet limited evidence recognizes the implications of emotional eating and one's ability to apply nutrition knowledge to diet quality (DQ).

Objective

To examine the relationship between undergraduates’ emotional response to food (ERF), interactive nutrition literacy (INL), and DQ.

Study Design, Settings, Participants

A cross-sectional study was conducted using an online survey among first-year nursing students enrolled in a four-year public university one week before the fall semester and at the beginning of an experiential learning program.

Measurable Outcome/Analysis

The Mindful Eating Questionnaire assessed ERF, with higher scores indicating decreased influence of one's emotions on dietary choices. INL was measured using the Young Adult Nutrition Literacy Scale, with higher scores indicating higher INL. DQ was indicated by the Short Healthy Eating Index, with higher scores indicating better DQ. Complete data were used in the analysis. Hierarchical multiple linear regression was used to identify if ERF and INL predicted DQ, while controlling for gender. Significance levels were p<0.05.

Results

Participants (N=56) were mostly white (93.5%), female (90.3%), and on average 19.1 ± 1.0 years old. Average DQ was 50.9 ± 9.6, out of 100. Average EFR was 3.11 ± 0.5 out of 5, and the average INL was 3.5 ± 0.7 out of 5. The first model was significant in predicting DQ. Significance remained when controlling for gender (F(2,55)=11.79, p<0.001). Participants’ ERF (β=.24, t(55)=3.47,p=0.001) accounted for 30% variance in DQ, and INL approached significance in the model (β=.41, t(55)=1.99, p=0.052).

Conclusions

Findings provide evidence for interventions emphasizing mindfulness and applying nutrition knowledge through experiential learning to facilitate positive eating behaviors and improve DQ among undergraduates.

Funding

NIH