Student experiences with traffic-light labels at college cafeterias: a mixed methods study.
Student experiences with traffic-light labels at college cafeterias: a mixed methods study.
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学生在大学食堂使用红绿灯标签的体验：一项混合方法研究。
DOI：
10.1002/osp4.159
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发表时间：
2018
影响因子：
2.2
通讯作者：
Chatterjee,A
中科院分区：
文献类型：
--
作者：
Seward,MW;Block,JP;Chatterjee,A
目的评价学生对大学食堂交通灯标识的认知。设计横断面混合方法研究。设置美国东北部一所大学，共1294名调查对象；57名焦点小组参与者。干预在两所大学食堂进行为期7周的交通灯标识(绿色=营养丰富，黄色=营养较少，红色=营养较丰富)干预。主要结果测量(S)对交通灯标签和食品标签的知觉；饮食行为紊乱。分析执行χ2分析，以测试干预前和干预后反应之间的差异，以及按地点、性别、体重状况和大学运动员状况分层的干预后亚组之间的差异。结果在干预后的调查中，60%的被调查者认为TLLS有帮助，57%的被调查者每周使用几次。当被问及TLL是否会增加患饮食失调的风险时，16%的参与者说他们会，47%的人说TLL可能会加剧现有的饮食失调。在焦点小组中，一些学生认为红色“看起来不和谐”，但绝大多数学生同意“获得的营养信息越多越好”。结论和启示学生普遍支持TLLS，但未来基于大学的干预应该解决人们对饮食障碍的担忧。包含营养信息和教育，避免负面信息或对学生饮食的判断的标签可能更容易被接受。
ObjectiveTo assess student perceptions of traffic‐light labels (TLLs) in college cafeterias.DesignCross‐sectional, mixed‐methods study.SettingOne northeastern US college.ParticipantsA total of 1,294 survey respondents; 57 focus group participants.InterventionsSeven‐week traffic‐light labelling (green = ‘nutrient‐rich’, yellow = ‘less nutrient‐rich’, red = ‘more nutrient‐rich choice in green or yellow’) intervention at two college cafeterias.Main Outcome Measure(s)Perceptions of TLLs and food labelling; disordered eating behaviours.AnalysisPerformed χ2analyses to test for differences between pre‐intervention and postintervention responses, and between postintervention subgroups stratified by site, gender, weight status and varsity athlete status. Qualitative analysis based on the immersion‐crystallization method.ResultsIn postintervention surveys, 60% found TLLs helpful, and 57% used them a few times a week. When asked whether TLLs increased risk of developing eating disorders, 16% of participants said they did and 47% said TLLs might exacerbate existing eating disorders. In focus groups, some students thought the red ‘colour seemed jarring’, but the vast majority agreed ‘the more nutrition information available, the better’.Conclusions and ImplicationsStudents generally supported TLLs, but future college‐based interventions should address eating disorder concerns. Labels that incorporate nutrition information and education, and avoid negative messaging or judgment of what students eat, may be more acceptable.