The Use of Nutritional Labels by College Students in a Food-Court Setting

Autor/inn/en	Kolodinsky, Jane; Green, Jennifer; Michahelles, Marina; Harvey-Berino, Jean R.
Titel	The Use of Nutritional Labels by College Students in a Food-Court Setting
Quelle	In: Journal of American College Health, 57 (2008) 3, S.297-302 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
Schlagwörter	College Students; Focus Groups; Nutrition; Purchasing; Dietetics; Health Behavior; Decision Making; Merchandise Information + Suchen Sie Ihr Suchwort? Collegestudent; Ernährung; Beschaffungswesen; Kauf; Ernährungslehre; Health behaviour; Gesundheitsverhalten; Decision-making; Entscheidungsfindung
Abstract	Objective: Between January and September 2006, the authors examined when, why, if, and how nutrition labels impact food purchase decisions of college students. Participants: Participants were 16 college-aged students at a large northeastern university. Methods: As part of a larger study undertaken at a large northeastern university on the effect of nutrition labels in restaurant settings on food purchases, the authors held a focus group to look more deeply at when and why nutrition labeling impacted college student food purchases. Results: Although results of the large study are still being discerned, the focus group results reveal that college women and men were interested in the provision of nutrition labels in the food court-like setting found at the university, and that those exposed to labels over the course of the study noticed these labels and often referred to them when making purchase decisions. Additional findings reveal that price and convenience also play a role in food purchases and that, of those items listed on each label, calories and fat were most important to the study population. Conclusions: Although more research is needed, this qualitative study finds that students want nutrition labels and would use them to make food purchasing decisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10