Cooking Self-Efficacy Research Articles

Impact of a Food Skills Course with a Teaching Kitchen on Dietary and Cooking Self-Efficacy and Behaviors among College Students.

College students may face barriers to eating healthy foods. Educational interventions providing practical knowledge and skills may help students to overcome financial barriers or other barriers to acquiring, preparing, and consuming healthy foods. We evaluated the association between participation in a semester-long food skills course with an interactive teaching kitchen and dietary and cooking self-efficacy and behaviors. Participants were recruited from course enrollees (intervention) and the general student population (comparison). We assessed differences in pre-post changes in the outcomes between groups using the propensity score weighting and mixed effects linear or Poisson regression. Course participation was associated with improved self-efficacy around cooking (group × time β-coefficient [SE]: 3.25 [0.57], p < 0.0001) and fruit (6.33 [1.19], p < 0.0001), vegetable (5.43 [1.42], p = 0.0002), and whole grain (5.83 [1.40], p < 0.0001) consumption. Course participants reported smaller pre-post decreases in vegetable consumption compared to non-participants (0.35 [0.16], p = 0.03), increased cooking frequency (0.22 [0.10], p = 0.03) and a decreased frequency of skipping meals (-0.47 [0.16], p = 0.003). There were no changes associated with the intervention in the consumption of fruit or whole grains, or in eating out frequency. Participation in a semester-long, personal food skills course with a teaching kitchen may improve self-efficacy, cooking, and vegetable consumption among college students.

Financial and Demographic Factors Associated with Cooking Self-Efficacy Among College Students from Three Minority Groups

ABSTRACT Background There are many socio-environmental factors that can limit cooking self-efficacy among university students, where minorities are usually neglected. Purpose To identify the dynamics of income source and money expenditure with cooking self-efficacy of three university minority groups. Methods For this cross-sectional study, recruitment was between October and November 2019, via online survey through Qualtrics platform. A total of 2817 participants completed the survey online which provided data from cooking self-efficacy (20 points scale), money expenditure and financial issues. Results An average of 13.5 was found as cooking self-efficacy. Four of the independent variables: first generation, internationals, age, and employment status show significative relationship (<0.01) with cooking self-efficacy. Discussion This study supports the importance of prioritizing university minority groups, helping to understand their financial support and how they distribute it when managing and prioritizing their finances. Moreover, each group faces different limitations in terms of what the construction of these skills encompasses. Translation to Health Education Practice The findings present in this study are significant for health education specialist focused on identifying factors that impact priority populations.

Effectiveness of a Teaching Kitchen Intervention on Dietary Intake, Cooking Self-Efficacy, and Psychosocial Health

ABSTRACT Background The consumption of fruits, vegetables, and whole grains (FVWG) has been associated with decreased risk of chronic disease, yet over 80% of U.S. adults do not meet dietary recommendations for FVWG. Purpose This study explored the effectiveness of a teaching kitchen intervention upon consumption of FVWG and overall dietary patterns. Cooking self-efficacy, comfort in the kitchen, and elements of psychosocial health were also assessed. Methods Participants were recruited to the 5-week Complete Health Improvement Program–Teaching Kitchen (CHIP-TK) through a worksite wellness initiative. The program, based upon elements of the social cognitive theory, included cooking classes, health education, and horticulture activities. Pre- and post-surveys were administered and evaluated. Results CHIP-TK led to significant increases in FVWG intake. Cooking self-efficacy, comfort in the kitchen, and general well-being scores also improved, with medium-to-large effect sizes. Participant feedback indicated weekly meetings, hands-on cooking classes, facilitator expertise, and group camaraderie were keys to success in the program. Discussion Teaching kitchens are well-received within a worksite setting and have the potential to improve dietary intake patterns and psychosocial health.Translation to Health Education Practice: Health educators should design and implement integrative, theory-driven programs to improve nutritional status, well-being, and overall health.

Brazilian Cooking Skills Questionnaire evaluation of using/cooking and consumption of fruits and vegetables

ObjectiveYoung adults are often faced with barriers to cooking their own food. These barriers are associated with poor diet. The aim of this study was to explore the factor structure of the Brazilian Cooking Skills and Healthy Eating Questionnaire (BCSQ) to identify the barriers to cooking, use, and consumption of fruits and vegetables by young adults. MethodsData were collected from a baseline study with Brazilian university students (N = 767). Forty-eight items from the BCSQ (composed of the following scales: Cooking Attitude, Cooking Behavior, Produce Consumption Self-Efficacy, Cooking Self-Efficacy, Self-Efficacy in Using Cooking Techniques, and Self-Efficacy in Using Fruits, Vegetables, and Seasonings) were submitted to exploratory factor analysis, confirmatory factor analysis (ten fit indexes), and internal consistency reliability evaluation. Multilevel linear regression models were used to analyze variations on the BCSQ dimensions by sex, living arrangements, knowledge of how to cook, location of main meal, and time available for cooking. ResultsThe 20-item BCSQ showed good fit indexes. The items based on negative cooking attitudes, frequency of using leftovers, and self-efficacy related to cooking from scratch, using and eating fruits and vegetables were adequate for the evaluation of cooking skills. These items represent and reflect the health dimensions applied to this research. The self-efficacy in using cooking techniques, which was not validated in previous study scale, was excluded due to its dimension. ConclusionsThese results enabled us to shorten the BCSQ, which can be used to evaluate the barriers to cooking among young adults, as well as measuring their healthy eating practices, supporting future research and programs.

P39 Using Food Challenges and Cooking Videos in a College Nutrition Course to Improve Students' Self-Efficacy and Eating Habits

<h3>Background</h3> Theory-based nutrition education programs utilizing the Social Cognitive Theory (SCT) have been effective in changing behavior. SCT consists of several core constructs including self-efficacy, outcome-expectations, goal setting, self-regulation and social support. Interventions using a blend of goal setting and self-monitoring have been shown to be effective in changing dietary behaviors of college students. <h3>Objective</h3> Evaluation of adding weekly food challenges (initiating goal setting and self-monitoring) and cooking videos in a college nutrition course on student behaviors and self-efficacy in cooking and eating healthy food. <h3>Study Design, Setting and Participants</h3> A pre- and post-intervention model was used. College students (n = 141) registered in a Human Nutrition course participated in weekly food challenges to translate nutrition knowledge into behavior change. A guided goal setting strategy was used to implement the food challenges. Each challenge (major goal) was coupled with 10-15 minor goals based on the topic of the week. Students independently selected 2 of the minor goal options to implement, and wrote a reflection about their experiences. To encourage home cooking, minor cooking goals and cooking videos that focused on food preparation skills were included with each challenge. A cooking challenge encouraged students to practice their cooking skills. <h3>Measurable Outcome/Analysis</h3> Data from pre- and post-intervention surveys was used to assess changes in cooking attitudes, cooking and eating behaviors, and cooking self-efficacy. Data was evaluated using descriptive statistics and paired sample <i>t</i> tests. <h3>Results</h3> Analyses showed significant increases in fruit consumption (<i>P</i> < 0.001), vegetable consumption (<i>P</i> < 0.001), produce consumption self-efficacy (<i>P</i> < 0.004), cooking self-efficacy (<i>P</i> < 0.005), and using fruit/vegetables and seasonings self-efficacy (<i>P</i> < 0.001). <h3>Conclusion</h3> A goal setting strategy coupled with online cooking videos is an effective and cost efficient intervention for increasing cooking self-efficacy and the consumption of fruits and vegetables of college students.

P12 Cooking Self-Efficacy, Perceived Health Status, and Fresh Produce Purchasing Criteria Among Faculty and Staff

BackgroundNational health guidelines emphasize the nutritional benefits of fruit and vegetable (FV) consumption. Positive associations between FV consumption, health awareness, and cooking skills have been noted in previous work. However, little is known about this relationship among university faculty and staff.ObjectiveTo explore the relationship between cooking skills, health perceptions, importance of FV consumption, and FV purchase criteria among university faculty and staff by gender.Study Design, Setting, ParticipantsA random representative sample of faculty and staff at a large Southern university were recruited to complete an online survey in spring 2018 (n = 175).Measurable Outcome/AnalysisQuestions included cooking skills, perceived health status, benefits of produce consumption, produce purchasing criteria, and demographic data. Associations between cooking skills, self-health assessment, and fresh produce buying preferences were evaluated using Pearson's correlation test. Independent t-tests were used to determine differences by gender. Significance was determined by P ≤ .05.ResultsHealth perceptions were positively correlated with perceived health benefits of fresh produce (P < .05), non-GMO/Organic (P < .05), and locally grown (P < .05). Female participants reported higher cooking skill levels. Cooking skills were positively associated with grocery shopping responsibilities (P < .01), shopping at the farmer's market (P < .01), and home gardens (P < .05).ConclusionsIn this study, females responded with the highest cooking skill levels which positively correlated with importance of fresh produce, specific purchasing preferences, and self-perceived health status. While overall cooking skill level in this sample was high, it is likely that those interested in healthy eating were more likely to complete the survey. Universities could play an important role in improving fresh produce consumption among faculty and staff by providing support and resources in the form of cooking classes through university programs such as nutrition departments, university wellness programs, and community venues. National health guidelines emphasize the nutritional benefits of fruit and vegetable (FV) consumption. Positive associations between FV consumption, health awareness, and cooking skills have been noted in previous work. However, little is known about this relationship among university faculty and staff. To explore the relationship between cooking skills, health perceptions, importance of FV consumption, and FV purchase criteria among university faculty and staff by gender. A random representative sample of faculty and staff at a large Southern university were recruited to complete an online survey in spring 2018 (n = 175). Questions included cooking skills, perceived health status, benefits of produce consumption, produce purchasing criteria, and demographic data. Associations between cooking skills, self-health assessment, and fresh produce buying preferences were evaluated using Pearson's correlation test. Independent t-tests were used to determine differences by gender. Significance was determined by P ≤ .05. Health perceptions were positively correlated with perceived health benefits of fresh produce (P < .05), non-GMO/Organic (P < .05), and locally grown (P < .05). Female participants reported higher cooking skill levels. Cooking skills were positively associated with grocery shopping responsibilities (P < .01), shopping at the farmer's market (P < .01), and home gardens (P < .05). In this study, females responded with the highest cooking skill levels which positively correlated with importance of fresh produce, specific purchasing preferences, and self-perceived health status. While overall cooking skill level in this sample was high, it is likely that those interested in healthy eating were more likely to complete the survey. Universities could play an important role in improving fresh produce consumption among faculty and staff by providing support and resources in the form of cooking classes through university programs such as nutrition departments, university wellness programs, and community venues.

The Implementation of Eating Healthy Program in Early Childhood

&#x0D; &#x0D; &#x0D; Eating habits develop during the first years of a child's life, children learn what, when, and how much to eat through direct experience with food and by observing the eating habits of others. The aim of this study is to get a clear picture of the Eating program Healthy, starting from the planning, implementation, supervision, and evaluation as a case study of nutrition education; to get information about the advantages, disadvantages and effects of implementing a healthy eating program for children. This research was conducted through a case study with qualitative data analysed using Miles and Huberman techniques. Sample of children in Ananda Islāmic School Kindergarten. The results showed the Healthy Eating program could be implemented well, the diet was quite varied and could be considered a healthy and nutritious food. The visible impact is the emotion of pleasure experienced by children, children become fond of eating vegetables, and make children disciplined and responsible. Inadequate results were found due to the limitations of an adequate kitchen for cooking healthy food, such as cooking activities still carried out by the cook himself at the Foundation's house which is located not far from the school place; use of melamine and plastic cutlery for food; the spoon and fork used already uses aluminium material but still does not match its size; does not involve nutritionists.&#x0D; Keywords: Early Childhood, Eating Healthy Program&#x0D;

Cooking Beliefs and Culinary Program Interest of College Students with Overweight and Obesity from Different Environments (P21-012-19)

ObjectivesCollege students with overweight/obesity previously reported a lack of confidence in meal planning/production, which may contribute to current weight status and subsequent weight gain. The objectives of this study were to: 1) determine cooking beliefs of students with overweight/obesity from different environments and 2) assess interest in a culinary-focused, weight loss program. MethodsStudents with overweight or obesity (BMI > 25), ages 18–24, enrolled in New York University (NYU) or LaGuardia Community College (LCC) were recruited. Participants completed a Qualtrics survey that included: 1) Cooking Attitudes Subscale, 2) Cooking Behaviors Subscale, 3) Cooking Self-Efficacy Scale (SEC), 4) Self-Efficacy for Using Basic Cooking Techniques Scale (SECT) and 5) a culinary program preference questionnaire. Height and weight were objectively measured. Descriptive, Chi square, Kruskal-Wallis, and post hoc Dunn test statistics were conducted. ResultsStudents (N = 91; 19.6 ± 1.6 years; BMI 31.7 ± 5.6) were 64% female and 24% non-Hispanic. Institution type was associated with ethnicity (P = 0.03), with a higher percentage of non-Hispanic students from NYU. NYU students had a significantly lower BMI (P = 0.01) and were younger (P = 0.005). There was a significant difference in the Cooking Behaviors Subscale between institutions, with NYU students having overall lower scores (P = 0.0001). For LCC, there was a significant difference in BMI between the lowest and third quartiles of SECT scores (P = 0.04); students with a higher BMI had lower scores. At NYU, there was a significant difference in BMI between the lowest and second (P = 0.004) and third (P = 0.01) quartiles of the Cooking Behaviors Subscale; the lowest quartile had a higher mean BMI. Regardless of institution, the majority of students were interested in participating in a culinary-focused weight loss program for 6–8 weeks. However, NYU students reported a greater interest in weekly group meetings (P = 0.0001). ConclusionsThere is heterogeneity in cooking beliefs by college environment and BMI. However, interest in a culinary-focused, weight loss program is high for both 2- and 4-year tertiary institution students with overweight/obesity. Focus groups will be used for the development of population specific interventions. Funding SourcesNYU College of Arts and Science Dean’s Undergraduate Research Fund Grant (Spring 2018).

Immediate and Longer-Term Effects of An Intensive Adolescent Cooking Intervention on Mental Well-Being and Cooking Self-Efficacy, Attitudes and Involvement

Background: Cooking more frequently is associated with a healthier diet. However, reporteddecreases in adolescents’ cooking opportunities may contribute [...]

Very Low Food Security Status is Related to Lower Cooking Self-Efficacy and Less Frequent Food Preparation Behaviors Among College Students

Investigate the relationships between food security status and cooking self-efficacy and food preparation behaviors among college students. Students living off campus while attending the University of Alabama completed an online survey between February and April 2016. Food security status was assessed using the Adult Food Security Survey Module. Cooking self-efficacy and food preparation behaviors were assessed using validated questionnaires. Multiple regression analysis was used to test for significant differences in cooking self-efficacy and food preparation scores by food security status. Among respondents (n = 368), 38.3% were food insecure. Very low food secure students had significantly lower cooking self-efficacy scores and food preparation scores than food secure students (P = .001). Preparing meals at home is less common for very low food secure students, and these students demonstrate less confidence in cooking ability. Further study of food-related decisions and trade-offs under resource constraints are needed.

An Experiential Cooking and Nutrition Education Program Increases Cooking Self-Efficacy and Vegetable Consumption in Children in Grades 3–8

ObjectiveEvaluate the effect of a community-based, experiential cooking and nutrition education program on consumption of fruits and vegetables and associated intermediate outcomes in students from low-income families. DesignQuasi-experimental program evaluation by pre–post survey of participating students and their parents. SettingUnderserved elementary and middle schools in Chicago. ParticipantsStudents (n = 271; 65% girls, 44% Hispanic, 32% African American; 94% eligible for free/reduced price lunch) in grades 3–8 selected by school staff to participate by variable inclusion criteria. 59% of students who applied returned both pre- and post-surveys. Intervention(s)Ten-week (2 h/wk) chef-instructor–led program held in cafeteria kitchens after school. Main Outcome Measure(s)Changes in student nutrition knowledge, cooking self-efficacy, fruit and vegetable liking and consumption, and communication to family about healthy eating. AnalysisChanges from beginning to end of program were analyzed with paired t test. Results were considered significant at P < .05. ResultsIncreased nutrition knowledge score from 0.6 to 0.8, cooking self-efficacy score from 3.2 to 3.6, and vegetable consumption score from 2.2 to 2.4 (all P < .05). Increased score for communication about healthy eating (4.1 to 4.4; P < .05) 6 months after the end of the course. Conclusions and ImplicationsExperiential cooking and nutrition education programs led by chef-instructors may be effective ways to improve nutrition in low-income communities.

An Evaluation of the Relationship Between College Students’ Cooking Skills, Frequency, and Self-Efficacy and Fruit and Vegetable Intake and Body Mass Index: GetFRUVED Study

Determine the relationship between college students’ cooking skills, frequency, and self-efficacy and their fruit and vegetable intake (FV) and BMI. At-risk (consuming <2 servings of fruit or <3 servings of vegetable daily) first-year students (n=1,153) from eight universities were assessed for their cooking skills (cooking from basic ingredients, cooking mostly convenience foods, or not cooking), cooking frequency, and self-efficacy in cooking, cups of FV intake (nci FV screener) and height and weight. Type, frequency, and self-efficacy of cooking in relation to FV and BMI was examined using one-way ANOVA (SPSS IBM statistics 23, 2015); p≤0.05. Participant FV intake was 2.4±2.2 cups/day (mean±sd) and BMI was 24.4±5.07. Those preparing meals from basic ingredients reported higher FV (2.7±2.4) than those whose cooking skills are limited to mostly convenience foods (2.1±1.8, p=0.018). Individuals reporting preparing meals from basic ingredients 4-7 times weekly reported greater FV (3.1±2.4) than those reporting preparing meals 1-3 times weekly (2.4±2.2, p=0.041) and less than 1 time per week (2.4±2.1, p=0.019). Cooking 4-7 times weekly was also related to higher BMI (26.1±5.5), compared to those participants reporting cooking less than 1 time per week (23.9±4.4, p=0.037). There was no association between cooking self-efficacy and FV or BMI. Cooking skills and frequency of first year college students are related to greater FV. It may be beneficial to include cooking education in wellness programming for college students to improve dietary behavior. More research needs to be conducted on the association between cooking frequency and BMI.

Food Insecurity Is Related to Cooking Self-Efficacy and Perceived Food Preparation Resources among College Students

Food Insecurity Is Related to Cooking Self-Efficacy and Perceived Food Preparation Resources among College Students

Impact of Cooking with Kids Program on Cooking Self-efficacy, Attitudes, and Fruit and Vegetable Preferences

Impact of Cooking with Kids Program on Cooking Self-efficacy, Attitudes, and Fruit and Vegetable Preferences

Good Grubbin': Impact of a TV Cooking Show for College Students Living Off Campus

Objective To determine if a series of 4 15-minute, theory-driven (Social Cognitive Theory) cooking programs aimed at college students living off campus improved cooking self-efficacy, knowledge, attitudes, and behaviors regarding fruit and vegetable intake. Design A randomized controlled trial with pre-, post- and follow-up tests. Setting University campus. Participants Students (n = 101) from upper-level nonhealth courses (n = 37 male and n = 94 living off campus). Intervention The intervention group (n = 50) watched 4 weekly episodes of the cooking show, Good Grubbin’. The control group (n = 51) watched 4 weekly episodes on sleep disorders. Main Outcome Measures Demographic information; knowledge, self-efficacy, motivations, barriers of eating fruits and vegetables; self-efficacy, motivations, barriers and behaviors of cooking; fruit and vegetable intake food frequency questionnaire. Analysis Repeated-measure analysis of variance and chi-square analyses were used to compare outcome variables. Results There were significant improvements in knowledge of fruit and vegetable recommendations in the intervention group compared to the control group postintervention and at 4-month follow-up ( P < .05). There were no significant changes in fruit and vegetable motivators, barriers, self-efficacy or intake. Conclusions and Implications A television show on nutrition and cooking may be influential in changing students’ knowledge, but it seems to have little impact on dietary behaviors. With a recent increase in popularity of cooking shows, future research should investigate the impact an extended cooking and nutrition show series might have on young adult viewers.

Cooks Workshops within the Faith, Activity and Nutrition Project in South Carolina

Text: Hands-on cooking with a chef to incorporate Develop Approaches to Stop Hypertension (DASH) diet principles: increasing fruits, vegetables, fiber while reducing sodium and fat into culturally favorite recipes and menus is a goal for Cooks Workshops in the Faith, Activity, and Nutrition project. FAN is an integral part of a 5-year partnership between the Palmetto Conference of American Methodist Episcopal Church, University of South Carolina, Medical University of South Carolina, and Clemson University in order to improve ethnic disparities in health. A communitybased-participatory research approach aimed at nutrition and physical activity receives guidance from the planning committee for curriculum/ materials design and overall communications within the partnership. The partners are currently working with 13 churches during the first intervention phase and in summer 2008 will expand to include the second phase of churches in measurements and trainings (cooks, pastors and health directors). The 15-month intervention targets social, cultural, and policy influences within social ecological and transtheoretical models for the target audience of 60 churches. Cooks Workshops include five units of food preparation guided by a professional chef and dietitian team. Tools developed and tested for participants include the Cooking Attitude, Cooking Behavior, Produce Consumption Self-Efficacy, Cooking SelfEfficacy, Self-Efficacy for Using Basic Cooking Techniques, and SelfEfficacy for Using Fruits, Vegetables and Seasonings scales and the Knowledge of Cooking Terms and Techniques evaluation. Discussion of our program approach as well as item analysis will contribute practical tested strategies for encouraging healthy food choices within a faith based environment for community outreach dietitians.