”.
Values, norms, beliefs (ethical, moral)
According to the participants, norms and values as well as personal beliefs can influence students’ eating behaviours. One student explained that moral conviction had driven him to become a vegetarian: “From the moment I became a vegetarian, it was so obvious for me that I didn’t have the need to eat meat anymore (…) Yes, this was a moral conviction and I didn’t have to have discipline for it because it seemed obvious to me”.Students also explained that they sometimes changed their eating behaviours due to a feeling of guilt when eating unhealthy foods such as pizza.
State of mind (stress)
Students experienced the transition from secondary school to university as a stressful period. Participants also revealed that exam periods (when academic achievement pressure is highest) provide a lot of stress. Participants strongly believed that eating choices during stressful periods can be influenced in both directions. Some tend to eat healthier: “I consume more during exam periods, but I tend to eat more fruits and vegetables”. Others’ eating patterns tend to worsen when experiencing such ‘high’ stress levels: “During exam periods I can eat ‘everything’; I’m always hungry”. Not only academic stress, but also social stress can alter students’ eating behaviours: “Yes, when you don’t feel well, e.g. heart broken, then the cliché of eating ice cream in front of the television becomes reality”.
Body image and self-concept
Students spoke about their own body image and how it can have an effect on their eating behaviours. “When you don’t find yourself attractive, consequently you think others will think the same. That’s a vicious circle and it keeps getting worse and worse. And this can influence someone’s eating behaviour.” Students felt that body image is related to the socio-cultural ideal image and is, in turn, related to media advertisement strategies.
Dietary knowledge
Participan ts believed that a certain dietary knowledge is needed to be able to make changes in one’s eating pattern. To a certain extent students seemed to be aware of what is good for their health: “Actually, I don’t like vegetables, but I know that I need it and that’s why I eat vegetables”. However, they also stated that knowledge is just a first step and will not automatically lead to healthier food choices. “When I would follow a health class tomorrow, it doesn’t necessarily mean I would suddenly change my eating behaviour.”
”.Values, norms, beliefs (ethical, moral)According to the participants, norms and values as well as personal beliefs can influence students’ eating behaviours. One student explained that moral conviction had driven him to become a vegetarian: “From the moment I became a vegetarian, it was so obvious for me that I didn’t have the need to eat meat anymore (…) Yes, this was a moral conviction and I didn’t have to have discipline for it because it seemed obvious to me”.Students also explained that they sometimes changed their eating behaviours due to a feeling of guilt when eating unhealthy foods such as pizza.State of mind (stress)Students experienced the transition from secondary school to university as a stressful period. Participants also revealed that exam periods (when academic achievement pressure is highest) provide a lot of stress. Participants strongly believed that eating choices during stressful periods can be influenced in both directions. Some tend to eat healthier: “I consume more during exam periods, but I tend to eat more fruits and vegetables”. Others’ eating patterns tend to worsen when experiencing such ‘high’ stress levels: “During exam periods I can eat ‘everything’; I’m always hungry”. Not only academic stress, but also social stress can alter students’ eating behaviours: “Yes, when you don’t feel well, e.g. heart broken, then the cliché of eating ice cream in front of the television becomes reality”.Body image and self-concept
Students spoke about their own body image and how it can have an effect on their eating behaviours. “When you don’t find yourself attractive, consequently you think others will think the same. That’s a vicious circle and it keeps getting worse and worse. And this can influence someone’s eating behaviour.” Students felt that body image is related to the socio-cultural ideal image and is, in turn, related to media advertisement strategies.
Dietary knowledge
Participan ts believed that a certain dietary knowledge is needed to be able to make changes in one’s eating pattern. To a certain extent students seemed to be aware of what is good for their health: “Actually, I don’t like vegetables, but I know that I need it and that’s why I eat vegetables”. However, they also stated that knowledge is just a first step and will not automatically lead to healthier food choices. “When I would follow a health class tomorrow, it doesn’t necessarily mean I would suddenly change my eating behaviour.”
การแปล กรุณารอสักครู่..