Examining the Roles of Emotional Eating and Interactive Nutrition Literacy in Predicting Diet Quality Among Undergraduates

Literature regarding the relationship between stress and undergraduates’ dietary choices has been extensively documented, yet limited evidence recognizes the implications of emotional eating and one's ability to apply nutrition knowledge to diet quality (DQ). To examine the relationship between undergraduates’ emotional response to food (ERF), interactive nutrition literacy (INL), and DQ. A cross-sectional study was conducted using an online survey among first-year nursing students enrolled in a four-year public university one week before the fall semester and at the beginning of an experiential learning program. The Mindful Eating Questionnaire assessed ERF, with higher scores indicating decreased influence of one's emotions on dietary choices. INL was measured using the Young Adult Nutrition Literacy Scale, with higher scores indicating higher INL. DQ was indicated by the Short Healthy Eating Index, with higher scores indicating better DQ. Complete data were used in the analysis. Hierarchical multiple linear regression was used to identify if ERF and INL predicted DQ, while controlling for gender. Significance levels were p