{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/90064"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/90064","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"A qualitative study exploring college student nutrition behaviors within a service-learning course","abstract":"This qualitative case study explored the influence that service-learning involvement has on undergraduate college students' cognitive, environmental, and behavioral factors related to nutrition. As higher education is looking for ways to improve student health behaviors, service-learning is an unexplored area that has tremendous potential. Utilizing the major constructs of the social cognitive theory (Bandura, 1997; Glanz et al., 2015), the research questions guided the investigation of how participants in a previously established nutrition service-learning course described their cognitive, environment, and behavioral influences related to nutrition throughout the course. Participants also described their nutrition self-efficacy after participating in a service-learning nutrition course. Participants described their experiences through a pre-post survey, reflections, and voluntary interviews. Based on these constructs, this service-learning course was found to improve knowledge, awareness, values, and behaviors related to nutrition for all study participants. Findings show positive changes in nutrition-related self-efficacy, especially related to the meaning-making experience of the service-learning. Results from this study suggest that intentional reflection questions related to health behavior factors in health-based service-learning courses may be utilized to influence behavioral outcomes. Service-learning has been well established as a high-impact educational pedagogy (Astin et al., 2000; Kuh, 2015; Jacoby, 2015). As service-learning courses increase in higher education, understanding their effectiveness beyond academic outcomes is crucial. Service-learning courses have been demonstrated to influence positive health behaviors in community populations (Gray et al., 2017; Himelein et al., 2010; Jarvis et al., 2004), yet service-learning course outcomes have not been explored for health promotion among the students that are delivering the service. There is limited research available for evidence-based, comprehensive approaches to promoting health and student health behavior change during the college years (ACHA, 2018). An additional method to support improved student health behaviors through self-efficacy development could be through service-learning courses. Much of the research on non-environmental methods to influence health behaviors in college students is associated with self-efficacy development (Dinger, 1999; Kelly et al., 1991; O'Leary, 1985; Von Ah et al., 2004). Understanding student self-efficacy related to nutrition choices could be an indicator for positive nutrition behavioral changes (Bandura, 2004; Von Ah et al., 2004). The reflective methods already embedded into service-learning platforms can serve as a meaningful way to gather additional data related to the student experience, reflecting on health behaviors. Research has eluded to improved self-efficacy, growth, and self-understanding as a result from service-learning experiences (Astin, 2000; Jacoby, 2015; Kuh, 2015). Understanding students' personal factors such as values, beliefs, and attitudes towards nutrition-related behaviors before, during, and after a service-learning course related to nutrition, can provide an in-depth understanding of the student experience that might lead to behavior change. The purpose of this study is to deepen the understanding of how service-learning courses might impact nutrition-related behaviors among the students providing the service.","abstract_html":"This qualitative case study explored the influence that service-learning involvement has on undergraduate college students' cognitive, environmental, and behavioral factors related to nutrition. As higher education is looking for ways to improve student health behaviors, service-learning is an unexplored area that has tremendous potential. Utilizing the major constructs of the social cognitive theory (Bandura, 1997; Glanz et al., 2015), the research questions guided the investigation of how participants in a previously established nutrition service-learning course described their cognitive, environment, and behavioral influences related to nutrition throughout the course. Participants also described their nutrition self-efficacy after participating in a service-learning nutrition course. Participants described their experiences through a pre-post survey, reflections, and voluntary interviews. Based on these constructs, this service-learning course was found to improve knowledge, awareness, values, and behaviors related to nutrition for all study participants. Findings show positive changes in nutrition-related self-efficacy, especially related to the meaning-making experience of the service-learning. Results from this study suggest that intentional reflection questions related to health behavior factors in health-based service-learning courses may be utilized to influence behavioral outcomes. Service-learning has been well established as a high-impact educational pedagogy (Astin et al., 2000; Kuh, 2015; Jacoby, 2015). As service-learning courses increase in higher education, understanding their effectiveness beyond academic outcomes is crucial. Service-learning courses have been demonstrated to influence positive health behaviors in community populations (Gray et al., 2017; Himelein et al., 2010; Jarvis et al., 2004), yet service-learning course outcomes have not been explored for health promotion among the students that are delivering the service. There is limited research available for evidence-based, comprehensive approaches to promoting health and student health behavior change during the college years (ACHA, 2018). An additional method to support improved student health behaviors through self-efficacy development could be through service-learning courses. Much of the research on non-environmental methods to influence health behaviors in college students is associated with self-efficacy development (Dinger, 1999; Kelly et al., 1991; O'Leary, 1985; Von Ah et al., 2004). Understanding student self-efficacy related to nutrition choices could be an indicator for positive nutrition behavioral changes (Bandura, 2004; Von Ah et al., 2004). The reflective methods already embedded into service-learning platforms can serve as a meaningful way to gather additional data related to the student experience, reflecting on health behaviors. Research has eluded to improved self-efficacy, growth, and self-understanding as a result from service-learning experiences (Astin, 2000; Jacoby, 2015; Kuh, 2015). Understanding students' personal factors such as values, beliefs, and attitudes towards nutrition-related behaviors before, during, and after a service-learning course related to nutrition, can provide an in-depth understanding of the student experience that might lead to behavior change. The purpose of this study is to deepen the understanding of how service-learning courses might impact nutrition-related behaviors among the students providing the service.","abstract_has_math":false,"creators":["Gowin, Amanda Willodyne"],"institution":"University of Missouri--Columbia","degree_name":"Ed. D.","degree_level":"Doctoral","degree_discipline":"Educational leadership and policy analysis (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Fellabaum-Toston, Jennifer","Morris, Casandra Harper"],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021","date_published":"2021","updated_at":"2026-07-24T03:08:20Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/90064"],"render_values":[{"text":"https://doi.org/10.32469/10355/90064","href":"https://doi.org/10.32469/10355/90064","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/90064","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Fellabaum-Toston, Jennifer","Morris, Casandra Harper"]},{"key":"dc:creator","label":"Author","values":["Gowin, Amanda Willodyne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-05-09T15:59:14Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-09T15:59:14Z"]},{"key":"dc:date.issued","label":"Date","values":["2021"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational leadership and policy analysis (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. 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Utilizing the major constructs of the social cognitive theory (Bandura, 1997; Glanz et al., 2015), the research questions guided the investigation of how participants in a previously established nutrition service-learning course described their cognitive, environment, and behavioral influences related to nutrition throughout the course. Participants also described their nutrition self-efficacy after participating in a service-learning nutrition course. Participants described their experiences through a pre-post survey, reflections, and voluntary interviews. Based on these constructs, this service-learning course was found to improve knowledge, awareness, values, and behaviors related to nutrition for all study participants. Findings show positive changes in nutrition-related self-efficacy, especially related to the meaning-making experience of the service-learning. Results from this study suggest that intentional reflection questions related to health behavior factors in health-based service-learning courses may be utilized to influence behavioral outcomes. Service-learning has been well established as a high-impact educational pedagogy (Astin et al., 2000; Kuh, 2015; Jacoby, 2015). As service-learning courses increase in higher education, understanding their effectiveness beyond academic outcomes is crucial. Service-learning courses have been demonstrated to influence positive health behaviors in community populations (Gray et al., 2017; Himelein et al., 2010; Jarvis et al., 2004), yet service-learning course outcomes have not been explored for health promotion among the students that are delivering the service. There is limited research available for evidence-based, comprehensive approaches to promoting health and student health behavior change during the college years (ACHA, 2018). An additional method to support improved student health behaviors through self-efficacy development could be through service-learning courses. Much of the research on non-environmental methods to influence health behaviors in college students is associated with self-efficacy development (Dinger, 1999; Kelly et al., 1991; O'Leary, 1985; Von Ah et al., 2004). Understanding student self-efficacy related to nutrition choices could be an indicator for positive nutrition behavioral changes (Bandura, 2004; Von Ah et al., 2004). The reflective methods already embedded into service-learning platforms can serve as a meaningful way to gather additional data related to the student experience, reflecting on health behaviors. Research has eluded to improved self-efficacy, growth, and self-understanding as a result from service-learning experiences (Astin, 2000; Jacoby, 2015; Kuh, 2015). Understanding students' personal factors such as values, beliefs, and attitudes towards nutrition-related behaviors before, during, and after a service-learning course related to nutrition, can provide an in-depth understanding of the student experience that might lead to behavior change. The purpose of this study is to deepen the understanding of how service-learning courses might impact nutrition-related behaviors among the students providing the service."]},{"key":"dc:title","label":"Title","values":["A qualitative study exploring college student nutrition behaviors within a service-learning course"]}]}],"canonical_facts":{"dc:contributor.advisor":["Fellabaum-Toston, Jennifer","Morris, Casandra Harper"],"dc:creator":["Gowin, Amanda Willodyne"],"dc:date.accessioned":["2022-05-09T15:59:14Z"],"dc:date.available":["2022-05-09T15:59:14Z"],"dc:date.issued":["2021"],"dc:description.abstract":["This qualitative case study explored the influence that service-learning involvement has on undergraduate college students' cognitive, environmental, and behavioral factors related to nutrition. As higher education is looking for ways to improve student health behaviors, service-learning is an unexplored area that has tremendous potential. 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Results from this study suggest that intentional reflection questions related to health behavior factors in health-based service-learning courses may be utilized to influence behavioral outcomes. Service-learning has been well established as a high-impact educational pedagogy (Astin et al., 2000; Kuh, 2015; Jacoby, 2015). As service-learning courses increase in higher education, understanding their effectiveness beyond academic outcomes is crucial. Service-learning courses have been demonstrated to influence positive health behaviors in community populations (Gray et al., 2017; Himelein et al., 2010; Jarvis et al., 2004), yet service-learning course outcomes have not been explored for health promotion among the students that are delivering the service. There is limited research available for evidence-based, comprehensive approaches to promoting health and student health behavior change during the college years (ACHA, 2018). An additional method to support improved student health behaviors through self-efficacy development could be through service-learning courses. Much of the research on non-environmental methods to influence health behaviors in college students is associated with self-efficacy development (Dinger, 1999; Kelly et al., 1991; O'Leary, 1985; Von Ah et al., 2004). Understanding student self-efficacy related to nutrition choices could be an indicator for positive nutrition behavioral changes (Bandura, 2004; Von Ah et al., 2004). The reflective methods already embedded into service-learning platforms can serve as a meaningful way to gather additional data related to the student experience, reflecting on health behaviors. Research has eluded to improved self-efficacy, growth, and self-understanding as a result from service-learning experiences (Astin, 2000; Jacoby, 2015; Kuh, 2015). Understanding students' personal factors such as values, beliefs, and attitudes towards nutrition-related behaviors before, during, and after a service-learning course related to nutrition, can provide an in-depth understanding of the student experience that might lead to behavior change. The purpose of this study is to deepen the understanding of how service-learning courses might impact nutrition-related behaviors among the students providing the service."],"dc:identifier.doi":["https://doi.org/10.32469/10355/90064"],"dc:identifier.uri":["https://hdl.handle.net/10355/90064"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:title":["A qualitative study exploring college student nutrition behaviors within a service-learning course"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational leadership and policy analysis (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed. 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