Assessment of Distorted Nutrition-Related Beliefs and Behaviors of Students Enrolled in an Introductory Nutrition Course

Abstract

Abstract Objectives Most students entering an introductory nutrition course have previously held beliefs about food. They have been eating their whole lives and have been bombarded with media portraying both sound and flawed science. Drawing from psychology, the cognitive model describes how distorted beliefs can give rise to distorted behaviors. Distorted beliefs can be rooted in fantasia, or the certainty that something is understood that truly is not. Applying this to nutrition, fantasia and associated distorted beliefs may negatively impact eating behavior. The objectives of this study are to 1) assess the nutrition-related knowledge, beliefs, and behaviors of students taking an introductory nutrition course, 2) evaluate the effectiveness of pre- and post-unit assignments designed to help students evaluate and correct their own areas of fantasia. Methods Nutrition in Everyday Life is an introductory nutrition course (n = 25). In 2020, pre- and post- unit reflective assignments were integrated into the course. Using the cognitive model, these assignments aimed to help students evaluate and correct distorted beliefs rooted in fantasia. Mixed methods, including a pre/post-test, were used to evaluate the effectiveness of the assignments. Mann-Whitey U tests were used to compare quantitative data. Results Prior to the course, students’ average pre-test score was a 66%. The most commonly held distorted beliefs included, “If people eat less and exercise more, they will always lose weight,” and “Low-fat and diet foods are always healthier alternatives to full-fat products.” Students reported that these beliefs had influenced them to “avoid carbohydrates and fat” and to “eat in a calorie deficit and exercise a lot.” Students’ average post-test scores significantly increased (P = 0.001), indicating that students were better able to identify distorted beliefs. Students reported that correcting their distorted beliefs may impact their behaviors, such as “wanting to alter diets to include more healthier carbs and fats.” Conclusions The incorporation of pre- and post-unit reflective assignments into an introductory nutrition course can be an effective way to teach students to critically evaluate their own previously held beliefs, which may lead to positive changes in nutrition-related behaviors. Funding Sources College at Oneonta Foundation; SUNY Oneonta Alumni Association.