Sexual Minority College Undergraduate Students Have Worse Health-Related Quality of Life, Diet Quality, and Weight Dissatisfaction Than Their Heterosexual Peers.

OBJECTIVE: Assess the health-related quality of life (HRQOL), diet quality (DQ), and weight dissatisfaction in sexual minority (SM) undergraduates. METHODS: Undergraduates (n = 690) at 2 universities completed a survey assessing HRQOL, body mass index, DQ, and weight dissatisfaction. A multivariate analysis of covariance assessed HRQOL between SM and heterosexual students. Chi-square tests and independent t tests measured weight dissatisfaction and DQ. P < 0.05 was considered statistically significant. RESULTS: Significant differences in HRQOL were observed (F[6,584] = 8.89; P < 0.001; Wilk's Λ = 0.916; partial η2 = 0.084). Sexual minority students experienced more days per month feeling sad/blue/depressed (12.0 ± 9.7 vs 6.3 ± 7.8 days; P < 0.001) and worried/tense/anxious (18.1 ± 10.2 vs 10.9 ± 9.8 days; P < 0.001); and fewer days feeling healthy and full of energy (6.8 ± 6.5 vs 11.4 ± 8.7 days; P < 0.001). Sexual minority students consumed more sugar (14.4 ± 7.9 g vs 10.2 ± 7.1 g; P = 0.020), had higher body mass indexes (25.8 ± 6.1 vs 24.4 ± 4.8; P = 0.005), and were less satisfied with their weight (30.7% vs 44.0%; P = 0.001). CONCLUSIONS AND IMPLICATIONS: Sexual minority undergraduates experience similar health disparities as other SM populations and have indicators of poorer DQ.

Development and Validation of the Young Adult Nutrition Literacy Tool.

OBJECTIVE: To create a tool to measure college students' functional, interactive, and critical nutrition literacy. DESIGN: (1) Focus group: item generation, (2) expert review, (3) exploratory factor structure analysis, (4) item refinement and modification, (5) factor structure validation, and (6) criterion validation. SETTING: Two land-grant college campuses. PARTICIPANTS: College students aged between 18 and 24 years. MAIN OUTCOME MEASURES: Survey data was used to assess nutrition literacy. ANALYSIS: Exploratory factor analysis, confirmatory factor analysis (CFA), item response theory (IRT) analyses, and correlations. RESULTS: One-hundred and twenty-three items were generated and tested in an online survey format. Items were eliminated on the basis of face validity, expert feedback, exploratory factor analysis, and CFA/IRT. The 3 measures (functional, interactive, and critical) were analyzed separately. All 3 measures showed reasonable model fit in the CFA/IRT models. Criterion validity showed small to medium effect sizes between measures and fruit/vegetable intake. Reliability estimates met reasonable standards for each measure. CONCLUSIONS AND IMPLICATIONS: The Young Adult Nutrition Literacy Tool is a novel instrument that measures all 3 domains of nutrition literacy. Strengths include a rigorous 6-step development process, reasonable psychometric properties, and a large breadth of items.

College Students' Views on Functional, Interactive and Critical Nutrition Literacy: A Qualitative Study.

This research aimed to uncover how the nutrition literacy domains (functional, interactive, critical) influence the dietary decisions of young adults in college. For this qualitative study, undergraduate college students aged 18-24 years old (n = 24) were recruited to participate in focus groups. The focus group transcripts were independently coded for primary and secondary themes using a grounded theory approach and a basic thematic analysis. Four focus groups with 5-7 participants per group were conducted. The three domains of nutrition literacy emerged in the focus groups with two themes per domain. Themes within functional nutrition literacy included 'food enhances or inhibits good health' and 'components of a healthy diet'; themes within interactive nutrition literacy included 'navigating the college food environment' and 'awareness of food marketing on dietary behavior'; themes within critical nutrition literacy included 'critical appraisal of nutrition information' and 'awareness of societal barriers to good health'. Understanding how the different nutrition literacy domains relate to college students' food choices can inform future researchers on how to appropriately assess nutrition literacy and design programs aimed at improving dietary behaviors of college students.