[A longitudinal study among female college students' eating behaviors and food group intake based on the change in eating habit stages].

Objectives This study aimed to longitudinally determine the eating behavior and food group intake of female students to examine the relationship between eating behaviors and intention to improve eating habits (change in eating habits stages) and help health education use the behavior change theory.Methods This one-year longitudinal study included 130 female students from Japanese colleges. The stage at which eating habits and behaviors (skipping breakfast, eating out, instant food intake, and snacking) and intake of food groups rich in protein, calcium, vitamins, minerals, carbohydrates, and fats and oils were assessed. The stages were as follows; pre-contemplation or contemplation (lower group), preparation (middle group), and action or maintenance (upper group). A self-assessment questionnaire was administered to evaluate eating behaviors and food group intake frequencies using a 5-point Likert scale. P-values of <.05 were considered statistically significant.Results A cross-sectional comparison of eating behaviors and food group intake scores demonstrated significant differences between the stages only in snacking behavior. The upper group consumed snacks significantly less frequently than the middle and lower groups. After one year, a longitudinal comparison of eating behaviors and food group intake scores revealed significant differences in the intake of food groups rich in vitamins and minerals (green and yellow vegetables), fats and oils in the pre-contemplation stage, intake of food groups rich in vitamins/minerals (green and yellow vegetables) and frequency of skipping breakfast in the preparation stage, and frequency of eating out and snacking in the action stage. Each stage demonstrated a decreasing trend in food intake and an increasing trend in the frequency of skipping breakfast, eating out, and snacking. The percentages of students whose eating habits stage dropped during the second year were 49.0%, 100%, and 77.8% in the preparation, action, and maintenance stages, respectively. This indicates that there are cases in which readiness reverses in stages with improved eating habits.Conclusion In health education on eating habits, it is vital to understand the changes in eating habit stages for each eating behavior and details of actual eating behaviors and habits. Thus, health education should align to the needs of each individual to support them in transforming and maintaining a higher stage of change in their eating habits.