Knowledge, Perceptions, and Consumption of Whole Grains: Among University Students

Abstract

Purpose: Differences in knowledge, perceptions, and consumption of whole grains were compared between students who had taken an introductory university nutrition course and those who had not. Methods: The sample consisted of two groups: 109 students who had completed a nutrition course and 61 who had not. The two samples were drawn from second-year nursing students and students in second-year psychology courses, respectively. All students completed a 25-item questionnaire. Chi-square tests were used to identify associations between completion of a nutrition course and responses. Results: Nutrition education students had more knowledge of whole grain recommendations, of whole grains available in stores, and of whole grains as a factor in disease risk reduction (p<0.05). In contrast, non-nutrition education students had more knowledge of whole grain health claims, reported a greater preference for the taste of whole grains, and had a greater than mean intake of whole grain cereals (p<0.05). Conclusions: This prelimary study indicates that completion of an introductory nutrition course has a greater influence on positive perceptions of whole grains than on students’ consumption frequency or knowledge of whole grains. Further study may provide more information on nutrition education and whole grains.