Examining Mindful Eating in College Students: A Mixed-Methods Assessment

Abstract

This study aimed to examine students’ conceptualizations of eating and perceived barriers to food consumption in relation to mindful eating. Five semi-structured focus groups were conducted with a total of 25 participants, alongside administration of the Mindful Eating Questionnaire (MEQ). Qualitative analysis identified three overarching themes shaping students’ relationships with food: food value, convenience, and emotion. Quantitative analysis of the MEQ indicated Mean MEQ score was 2.5/4, indicating mindful eating behaviors occurred between “sometimes” and “often.” Emotional response was the lowest scoring domain (M = 2.0) and distraction remained common (M = 2.2), while external cues showed the highest score (M = 2.8) despite lacking qualitative correspondence in focus groups. Notably, partial overlap was observed between emergent qualitative themes and established MEQ domains. These findings suggest that the MEQ may not fully capture how students conceptualize mindful eating within their daily contexts. Consequently, further research is needed to develop and validate assessment instruments that more accurately reflect student experiences and perceptions of mindful eating.