- Email: [email protected]
College Alcohol Environment, Student Alcohol Self-Efficacy and Alcohol Consumption Patterns
TUESDAY, OCTOBER 21
Poster Session: Wellness and Public Health College Alcohol Environment, Student Alcohol Self-Efficacy and Alcohol Consumption Patterns Author(s): M.M. Koenings1, K.K. Kattelmann2, M.D. Olfert3, S.A. Nitzke4; 1Nutritional Sciences, Rutgers Univ., New Brunswick, NJ, 2Health and Nutritional Sciences Dept., South Dakota State Univ., Brookings, SD, 3Division of Animal and Nutritional Sciences, West Virginia Univ., Morgantown, WV, 4Nutritional Sciences, Univ. of Wisconsin - Madison, Madison, WI Learning Outcome: To describe the relationships between the college alcohol environment and student alcohol self-efficacy; and between self-efficacy and alcohol consumption patterns. Guided by Social Cognitive Theory the authors considered an environmental influence on self-efficacy may precede the influence of self-efficacy on behavior. To examine these relationships students (n¼988) on 13 campuses provided addresses and completed surveys. Lists of active liquor licenses were obtained from government agencies. Geographic Information Systems software was used to calculate the number of alcohol outlets within a 2-5 minute walk, 5-10 minute walk, and 10-15 minute walk of where students live. Selfefficacy score was obtained by summing self-efficacy to reduce alcohol consumption, not drink alcohol at all, and drink only at special occasions (Cronbach a¼0.87). Alcohol consumption patterns were compared to the recommendations of the 2010 Dietary Guidelines for Americans (DGA). The Cochran Armitage Test for Trend indicated that as the number of alcohol outlets within a 2-5 minute walk, 5-10 minute walk, and 10-15 minute walk of where students live increased, the lower their self-efficacy (p<0.001). Additionally, students with high self-efficacy were less likely to exceed the 2010 DGA alcohol recommendations (OR¼0.31, 95%CI, 0.23-0.43, p<0.001) and less likely to binge drink (OR¼0.12, 95%CI, 0.09-0.16, p<0.001), as ascertained by multiple logistic regressions adjusting for gender, year in school, race/ethnicity, residence, smoking status, and a random campus effect. Results suggest that limiting the number of alcohol outlets within walking distance of college students and increasing self-efficacy may bring students’ alcohol consumption in line with recommendations. Researchers and practitioners targeting alcohol consumption of college students should be mindful of the potential influence of the environment and self-efficacy. Funding Disclosure: Agricultural Experiment Station North Central Research Project NC1028/NC1193 and United States Department of Agriculture, National Institute of Food and Agriculture, National Research Initiative Grant Number 2009-55215-05460
New Explorations in Updating the Scientific Evidence to Inform the Future Dietary Guidelines for Americans, 2015 Author(s): K.O. Casavale1, C. Rihane2, R. Olson1, S. Bowman3; 1Office of Disease Prevention and Health Promotion, US Department of Health and Human Services, Rockville, MD, 2Center for Nutrition Policy and Promotion, US Department of Agriculture, Alexandria, VA, 3Agricultural Research Service, US Department of Agriculture, Beltsville, MD Learning Outcome: Understand the process used by the 2015 Dietary Guidelines Advisory Committee to review the scientific evidence and develop recommendations to the Federal government, including areas that would be new to the Dietary Guidelines for Americans. The Dietary Guidelines for Americans (DGA) provides sound advice for making food and physical activity choices that promote good health and help prevent disease for Americans ages 2 years and over, including those at risk of chronic disease. It is based on a rigorous review of scientific evidence through a transparent process and is the cornerstone for all Federal nutrition education and program activities. The DGA is published every five years, with the next edition in 2015. The 2015 Dietary Guidelines Advisory Committee (DGAC) was established to examine the current scientific evidence and make recommendations in its report, which will provide the scientific basis for development of the 2015 DGA by the Federal government. The DGAC used a Work Group to Subcommittee process supported by a Science Review Subcommittee to bring innovative approaches to their work. In addition to relationships between diet and health that are the core of current and past DGACs’ evaluation of the evidence (e.g., food intake and health outcomes), the 2015 DGAC has explored new areas, including dietary patterns and additional outcomes such as cancer and neurological illnesses, and new topics such as caffeine intake. Building on the 2010 DGAC’s emphasis on the socio-ecological model, the 2015 DGAC explored the evidence supporting recommendations that are both healthy for the individual and sustainable for U.S. resources and practices. These new explorations provide opportunities for future DGA to grow in their capacity to be responsive to the public health needs of Americans and our country.
The Influence of Specific Food Labels on College-Aged Students Food Choices and Taste Preferences Author(s): J. Tannehill, R. Tonnessen, J. Deinzer, P. Policastro; Rutgers, The Sate Univ. of New Jersey, New Brunswick, NJ Learning Outcome: To examine how labeling three food items, “organic”, “low-fat”, and “locally-sourced” affected food choice/taste preference for college-aged students. Specific food labels have the ability to influence consumer choice/taste preferences. The purpose of this study was to determine if labeling three food items, “organic”, “low-fat”, and “locally-sourced” affected food choice/taste preference for college-aged students. A randomized cross-sectional sample of college-aged students (n¼110) participated in a food sampling study within university dining halls. Students were invited to taste two identical samples of each food option: locally-sourced tomato sauce, one sample labeled “locally-sourced” and one “not local”; organic granola, one sample labeled “organic” and one “conventional”; low-fat cottage cheese, one sample labeled “low-fat” and one “regular”. Trained interviewers administered one of two versions of a survey randomized for order of questions, asking students for taste preference and which food option they were more likely to try. Answers were recorded on a five-point Likert scale ranging from 1-5, 1 being “locally-sourced”, “organic”, and “low-fat” and 5 representing the opposing labels. Students strongly favored the “locally-sourced” tomato sauce, rating likelihood to try at 1.601.24 and taste preference at 1.891.47. Students strongly favored the “organic” granola, rating likelihood to try at 1.751.45 and taste preference at 1.871.42. Students slightly favored the “low-fat” cottage cheese, rating likelihood to try at 1.751.94 and taste preference at 2.12.06. Results suggest strong choice/taste preferences for food options labeled “locally-sourced” and “organic”, while “low-fat” labels may be a deterrent for students. These specific food labels used in university settings may impact food choices of college-aged students and may be more influential than actual taste. Funding Disclosure: None
Suggestions for Teaching MyPlate and Its Website in University Nutrition Courses Author: S.D. Baker; Behavioral Health and Nutrition, Univ. of Delaware, Newark, DE Learning Outcome: Understand how MyPlate can be taught in the college setting. College nutrition courses can be vehicles to teach not only the science of nutrition but also provide practical information that impacts students’ food choices. To determine if the MyPlate icon and its website can be useful for this age group, two focus groups were conducted among students taking an introductory nutrition course at a public university. Students were sent an approved email inviting them to take part in a focus group to discuss their perceptions of MyPlate and its use in a college setting. Maximum variation sampling was employed to gather diverse opinions. Twenty-seven students representing 16 majors took part. No nutrition majors participated. Eighteen of the 27 participants were female and most (n¼24) were white/Caucasian. The focus group script consisted of open-ended questions about perceptions of the MyPlate icon and www.ChooseMyPlate.gov site. After asking perceptions of the icon, the focus group facilitator showed the website and asked students’ opinions. Systematic content analysis revealed themes surrounding students’ perceptions of the icon and site and guidelines for teaching. Themes that emerged about the icon are: it is designed for children, does not provide enough information about portion of foods that should be eaten, and that viewing the icon did not inspire students to visit the site. After viewing the website, most students stated it should be taught in introductory nutrition courses and these themes emerged: teach the evolution of MyPyramid to MyPlate, spend time teaching MyPlate in detail, demonstrate SuperTracker in class and use assignments to engage students with MyPlate. Funding Disclosure: None
Funding Disclosure: None
September 2014 Suppl 2—Abstracts Volume 114 Number 9
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
A-89
Poster Session: Wellness and Public Health College Alcohol Environment, Student Alcohol Self-Efficacy and Alcohol Consumption Patterns Author(s): M.M. Koenings1, K.K. Kattelmann2, M.D. Olfert3, S.A. Nitzke4; 1Nutritional Sciences, Rutgers Univ., New Brunswick, NJ, 2Health and Nutritional Sciences Dept., South Dakota State Univ., Brookings, SD, 3Division of Animal and Nutritional Sciences, West Virginia Univ., Morgantown, WV, 4Nutritional Sciences, Univ. of Wisconsin - Madison, Madison, WI Learning Outcome: To describe the relationships between the college alcohol environment and student alcohol self-efficacy; and between self-efficacy and alcohol consumption patterns. Guided by Social Cognitive Theory the authors considered an environmental influence on self-efficacy may precede the influence of self-efficacy on behavior. To examine these relationships students (n¼988) on 13 campuses provided addresses and completed surveys. Lists of active liquor licenses were obtained from government agencies. Geographic Information Systems software was used to calculate the number of alcohol outlets within a 2-5 minute walk, 5-10 minute walk, and 10-15 minute walk of where students live. Selfefficacy score was obtained by summing self-efficacy to reduce alcohol consumption, not drink alcohol at all, and drink only at special occasions (Cronbach a¼0.87). Alcohol consumption patterns were compared to the recommendations of the 2010 Dietary Guidelines for Americans (DGA). The Cochran Armitage Test for Trend indicated that as the number of alcohol outlets within a 2-5 minute walk, 5-10 minute walk, and 10-15 minute walk of where students live increased, the lower their self-efficacy (p<0.001). Additionally, students with high self-efficacy were less likely to exceed the 2010 DGA alcohol recommendations (OR¼0.31, 95%CI, 0.23-0.43, p<0.001) and less likely to binge drink (OR¼0.12, 95%CI, 0.09-0.16, p<0.001), as ascertained by multiple logistic regressions adjusting for gender, year in school, race/ethnicity, residence, smoking status, and a random campus effect. Results suggest that limiting the number of alcohol outlets within walking distance of college students and increasing self-efficacy may bring students’ alcohol consumption in line with recommendations. Researchers and practitioners targeting alcohol consumption of college students should be mindful of the potential influence of the environment and self-efficacy. Funding Disclosure: Agricultural Experiment Station North Central Research Project NC1028/NC1193 and United States Department of Agriculture, National Institute of Food and Agriculture, National Research Initiative Grant Number 2009-55215-05460
New Explorations in Updating the Scientific Evidence to Inform the Future Dietary Guidelines for Americans, 2015 Author(s): K.O. Casavale1, C. Rihane2, R. Olson1, S. Bowman3; 1Office of Disease Prevention and Health Promotion, US Department of Health and Human Services, Rockville, MD, 2Center for Nutrition Policy and Promotion, US Department of Agriculture, Alexandria, VA, 3Agricultural Research Service, US Department of Agriculture, Beltsville, MD Learning Outcome: Understand the process used by the 2015 Dietary Guidelines Advisory Committee to review the scientific evidence and develop recommendations to the Federal government, including areas that would be new to the Dietary Guidelines for Americans. The Dietary Guidelines for Americans (DGA) provides sound advice for making food and physical activity choices that promote good health and help prevent disease for Americans ages 2 years and over, including those at risk of chronic disease. It is based on a rigorous review of scientific evidence through a transparent process and is the cornerstone for all Federal nutrition education and program activities. The DGA is published every five years, with the next edition in 2015. The 2015 Dietary Guidelines Advisory Committee (DGAC) was established to examine the current scientific evidence and make recommendations in its report, which will provide the scientific basis for development of the 2015 DGA by the Federal government. The DGAC used a Work Group to Subcommittee process supported by a Science Review Subcommittee to bring innovative approaches to their work. In addition to relationships between diet and health that are the core of current and past DGACs’ evaluation of the evidence (e.g., food intake and health outcomes), the 2015 DGAC has explored new areas, including dietary patterns and additional outcomes such as cancer and neurological illnesses, and new topics such as caffeine intake. Building on the 2010 DGAC’s emphasis on the socio-ecological model, the 2015 DGAC explored the evidence supporting recommendations that are both healthy for the individual and sustainable for U.S. resources and practices. These new explorations provide opportunities for future DGA to grow in their capacity to be responsive to the public health needs of Americans and our country.
The Influence of Specific Food Labels on College-Aged Students Food Choices and Taste Preferences Author(s): J. Tannehill, R. Tonnessen, J. Deinzer, P. Policastro; Rutgers, The Sate Univ. of New Jersey, New Brunswick, NJ Learning Outcome: To examine how labeling three food items, “organic”, “low-fat”, and “locally-sourced” affected food choice/taste preference for college-aged students. Specific food labels have the ability to influence consumer choice/taste preferences. The purpose of this study was to determine if labeling three food items, “organic”, “low-fat”, and “locally-sourced” affected food choice/taste preference for college-aged students. A randomized cross-sectional sample of college-aged students (n¼110) participated in a food sampling study within university dining halls. Students were invited to taste two identical samples of each food option: locally-sourced tomato sauce, one sample labeled “locally-sourced” and one “not local”; organic granola, one sample labeled “organic” and one “conventional”; low-fat cottage cheese, one sample labeled “low-fat” and one “regular”. Trained interviewers administered one of two versions of a survey randomized for order of questions, asking students for taste preference and which food option they were more likely to try. Answers were recorded on a five-point Likert scale ranging from 1-5, 1 being “locally-sourced”, “organic”, and “low-fat” and 5 representing the opposing labels. Students strongly favored the “locally-sourced” tomato sauce, rating likelihood to try at 1.601.24 and taste preference at 1.891.47. Students strongly favored the “organic” granola, rating likelihood to try at 1.751.45 and taste preference at 1.871.42. Students slightly favored the “low-fat” cottage cheese, rating likelihood to try at 1.751.94 and taste preference at 2.12.06. Results suggest strong choice/taste preferences for food options labeled “locally-sourced” and “organic”, while “low-fat” labels may be a deterrent for students. These specific food labels used in university settings may impact food choices of college-aged students and may be more influential than actual taste. Funding Disclosure: None
Suggestions for Teaching MyPlate and Its Website in University Nutrition Courses Author: S.D. Baker; Behavioral Health and Nutrition, Univ. of Delaware, Newark, DE Learning Outcome: Understand how MyPlate can be taught in the college setting. College nutrition courses can be vehicles to teach not only the science of nutrition but also provide practical information that impacts students’ food choices. To determine if the MyPlate icon and its website can be useful for this age group, two focus groups were conducted among students taking an introductory nutrition course at a public university. Students were sent an approved email inviting them to take part in a focus group to discuss their perceptions of MyPlate and its use in a college setting. Maximum variation sampling was employed to gather diverse opinions. Twenty-seven students representing 16 majors took part. No nutrition majors participated. Eighteen of the 27 participants were female and most (n¼24) were white/Caucasian. The focus group script consisted of open-ended questions about perceptions of the MyPlate icon and www.ChooseMyPlate.gov site. After asking perceptions of the icon, the focus group facilitator showed the website and asked students’ opinions. Systematic content analysis revealed themes surrounding students’ perceptions of the icon and site and guidelines for teaching. Themes that emerged about the icon are: it is designed for children, does not provide enough information about portion of foods that should be eaten, and that viewing the icon did not inspire students to visit the site. After viewing the website, most students stated it should be taught in introductory nutrition courses and these themes emerged: teach the evolution of MyPyramid to MyPlate, spend time teaching MyPlate in detail, demonstrate SuperTracker in class and use assignments to engage students with MyPlate. Funding Disclosure: None
Funding Disclosure: None
September 2014 Suppl 2—Abstracts Volume 114 Number 9
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
A-89