Background as Predictors of Food Safety Behavior in Peruvian University Students: The Mediating Role of Food Safety Attitudes

<b>Background:</b> Foodborne diseases (FBDs) pose a significant threat to public health and are particularly relevant among university students, who often face limitations in time, resources, and experience in food handling. This study examined the influence of background factors (experience and education) on food safety behavior and the mediating role of attitudes among Peruvian students. <b>Methods:</b> A cross-sectional study was conducted with 814 university students (53.8% female; 82.1% aged 17-22 years; 77.4% from private universities). Three validated scales were applied: background factors, attitudes, and behavior, all demonstrating acceptable reliability (α ≥ 0.71). Analyses were performed using PLS-SEM with 5000 bootstraps, confirming the convergent and discriminant validity of the constructs. <b>Results:</b> Results showed that background factors accounted for a small proportion (5.7%) of the variance in attitudes, and together with attitudes, they explained 31.8% of food safety behavior. The direct effects were significant: background → behavior (β = 0.266, <i>p</i> < 0.001), attitudes → behavior (β = 0.457, <i>p</i> < 0.001), and background → attitudes (β = 0.249, <i>p</i> < 0.001). Attitudes partially and modestly mediated the relationship, accounting for approximately 30% of the total effect of background factors on behavior (β_indirect = 0.114, <i>p</i> < 0.001). Women scored higher in personal hygiene, food hygiene, and cross-contamination prevention (<i>p</i> < 0.05), although multi-group comparisons revealed no significant differences in structural paths by gender. <b>Conclusions:</b> In conclusion, background factors are associated with food safety practices, and attitudes contribute to translating prior experience and education into behavior as a statistically significant but modest mediator, suggesting that other unmeasured factors (e.g., norms, habits, contextual constraints) also play an important role. Educational interventions should therefore prioritize strengthening attitudes and self-efficacy while also providing contextual resources that support safe practices in student kitchens.