Effects of nutrition class with cooking lab on college students’ eating behaviors and well-being in the United States: a mixed-methods study
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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 obtainboth 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. CONCLUSIONS: 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.
Abstract
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 obtainboth 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. CONCLUSIONS: 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.