Obesity stigma and associated factors among nutrition science students: a cross-sectional questionnaire study

Healthcare professionals’ obesity stigma (OS) significantly compromises the quality of obesity treatment. While studies have been conducted among medical and nursing students, few have examined nutrition science students. This study aimed to investigate the prevalence and correlates of OS among nutrition science students. We hypothesized that OS would differ across academic years and be associated with eating disorder tendencies and body dissatisfaction. An online survey was conducted among first- to fourth-year nutrition science students at a single university. The Attitudes toward Obese Persons Scale (ATOP) and the Beliefs about Obese Persons Scale (BAOP) were used to assess OS; the Eating Attitude Test-26 (EAT-26) was used to assess eating disorder tendencies; and the Body Shape Questionnaire (BSQ) was used to assess body dissatisfaction. Factors associated with OS were examined using univariate and multiple regression analyses. A total of 698 students responded (response rate: 79%), and 697 were included in the analysis. ATOP scores were highest among first-year female students, indicating more positive attitudes toward individuals with obesity. Among female students, greater body dissatisfaction remained associated with lower ATOP scores after adjustment. Regarding BAOP, first-year students were less likely to attribute obesity to personal responsibility and this tendency was associated with having a higher BMI and low BSQ scores. EAT-26 scores were not significantly associated with either ATOP or BAOP in the adjusted analyses. Contrary to our hypothesis, OS was lower among first-year female students than among female students in the second through fourth academic years. Among female students, body dissatisfaction was consistently associated with OS, whereas eating disorder tendencies were not independently associated with OS in the adjusted analyses. These findings warrant further longitudinal investigation to clarify whether educational experiences contribute to OS.