ReviewAdvances in nutrition (Bethesda, Md.)2025
Navigating Food Insecurity in Higher Education: Using the Social Cognitive Theory to Identify Key Influences and Effective Interventions.
Review in Advances in nutrition (Bethesda, Md.), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed.
- Article
- Nutritional Literacy and Its Association with Dietary and Lifestyle Habits Among King Khalid University Students, Saudi Arabia: A Cross-Sectional Study.Journal of multidisciplinary healthcare · 2026Article
- A Theory-Informed Review of Food Insecurity in Higher Education: Determinants, Gaps, and Policy Implications.Advances in nutrition (Bethesda, Md.) · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Food insecurity (FI) remains a significant crisis in the United States, disproportionately affecting college students at nearly 4 times the national household average. There are a multitude of competing factors that affect food security (FS) in college, thus making it difficult to design effective interventions. This scoping review aimed to provide a comprehensive overview of recent research exploring the diverse factors that impact FS among college students. Using the Social Cognitive Theory as a guiding framework, this review aimed to identify key influences on FI, address gaps in the literature, and highlight effective interventions that can enhance FS among this vulnerable population. This review highlights how personal/cognitive factors, behaviors, and environmental components shape college students' experiences with FI. There is a need for targeted interventions, resources, and policy changes that can help address FS-related challenges effectively in higher education.
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Registered trials
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