Background: The Mediterranean diet (MD) has many beneficial effects on health. However, compliance with MD is decreasing among university students. Aim: This study aims to investigate compliance with the MD and the association of MD with sleep quality, depression, anxiety, stress, and body mass index (BMI) among university students. Methods: This cross-sectional study included 750 students of Ondokuz Mayıs University, a state university in Samsun, Türkiye. Sociodemographic data and self-reported anthropometric data (weight and height) were recorded using a survey. The Mediterranean diet quality index for children and adolescents (KIDMED), the Pittsburgh sleep quality index (PSQI), and the depression anxiety stress scale-42 (DASS-42) were self-administered. Results: Most students (59.2%) had poor KIDMED adherence. Compared to poor adherers, those with good adherence to the KIDMED had significantly lower depression scores (in males and females). Higher adherence to the KIDMED was correlated with lower depression and stress levels (in males and females) and lower PSQI scores (lower sleep disturbances) in females. The KIDMED scores of overweight females were greater than those of underweight females. Conclusion: University students show poor adherence to the MD. Low adherence to the MD may have a negative impact on depression, stress, and sleep quality. This study suggests that interventions to promote MD may help improve university students’ sleep disturbances and mental health.

Introducción: La adolescencia, cuando las decisiones nutricionales se toman mayoritariamente de forma individual, es un período crítico en el que los hábitos alimentarios son orientables. Este estudio tiene como objetivo evaluar la eficacia de la educación nutricional sobre el conocimiento nutricional, la alfabetización nutricional y la dieta mediterránea en adolescentes turcos en el primer año de escuela secundaria. Metodología: Este estudio se realizó en 47 estudiantes de entre 14 y 16 años de una escuela secundaria en Ankara, Türkiye. Se utilizó un diseño experimental con pretest-postest. Los estudiantes recibieron educación durante ocho semanas después de la administración de la prueba previa. Se administraron pruebas posteriores después de la intervención de ocho semanas. Las pruebas de seguimiento se administraron en la semana dieciséis, ocho semanas después de la administración de las pruebas posteriores. El Índice de Calidad de la Dieta Mediterránea para Niños y Adolescentes (KIDMed), la Escala de Alfabetización Nutricional de Adolescentes (ANSL) y la autoevaluación de conocimientos nutricionales se compararon en tres momentos: preeducación, posteducación y seguimiento. Todos los formularios se utilizaron en formato papel en un entorno de clase durante el horario regular de instrucción escolar. Resultados: La mayoría de los que autoevaluaron sus conocimientos nutricionales previos a la educación como insuficientes/no sabían evaluaron sus conocimientos nutricionales posteducación (57,1%; p=0,027) y de seguimiento (50%; p=0,013) como suficientes. . Sin embargo, no hubo diferencias significativas entre las puntuaciones de los ítems ANSL antes de la educación y las posteriores a la educación y el seguimiento (p>0,05). Ninguno de los ítems de KIDMed mostró tampoco un cambio significativo en la dirección deseada (mostrando una nutrición más saludable) (p>.05). Entre los ítems de KIDMed, sólo el cambio (en la dirección negativa) para "Tiene cereales o granos para el desayuno" fue estadísticamente significativo (p=0,044 para las diferencias en las pruebas pre-post y p=0,010 para las diferencias pre-seguimiento). Conclusiones: La intervención nutricional mejoró el conocimiento nutricional autoinformado por los adolescentes. Sin embargo, fue insuficiente para mejorar la alfabetización nutricional y la dieta mediterránea. Al planificar intervenciones dietéticas para mejorar la dieta o las conductas alimentarias de los adolescentes, se sugiere considerar factores individuales relacionados con los adolescentes, así como los campos de Internet y las redes sociales y el entorno alimentario de la escuela y el hogar.

Objective Hedonic hunger leads to the development of obesity by encouraging overeating and a consequent increase in energy intake. Mindful eating is predicted to help maintain a healthy weight by reducing hedonic hunger levels. This study aimed to examine the association between mindful eating, hedonic hunger, and obesity in adults living in Türkiye. Methods This cross-sectional study was conducted between March and April 2023 using a face-to-face survey method among individuals aged 19-65 in Türkiye. Mindful eating was defined with the Mindful Eating Questionnaire. Higher scores on the scale indicate higher mindful eating. Hedonic hunger was determined using the Power of Food Scale. A higher Power of Food Scale score indicated a higher tendency towards hedonic hunger. Body weight, height, and waist circumference measurements were evaluated, and the body mass index was calculated. A 24-hour dietary recall was taken to determine the participants’ energy and nutrient intake. Results A total of 787 volunteers (mean age: 31.2±11.9 years) participated. A one-unit increase in Mindful Eating Questionnaire total score was associated with a 0.81-unit decrease in Power of Food Scale total score (p<0.001) and a 134.38 kcal decrease in energy intake (p<0.01). Higher Mindful Eating Questionnaire total scores were associated with lower odds of having risk/high risk of health according to waist circumference (p<0.001) and waist/height ratio (p<0.05) and associated with lower odds of being obese (p<0.001). Conclusion Higher mindful eating is inversely associated with hedonic hunger, energy intake, and obesity in adults. Mindful eating can be beneficial for altering hedonic hunger and energy intake, thereby reducing obesity.

Food literacy is important for understanding the factors that determine food choices, eating behaviours and diet quality. However, few studies have examined the relationship between food literacy, diet quality and food consumption. The present study aimed to examine this relationship in an adult population. This cross-sectional study included 639 adults (50·2 % female; age range: 19–65 years) at Ondokuz Mayıs University in Samsun, Türkiye. Participants completed the Short Food Literacy Questionnaire (SFLQ). Anthropometric measurements and 24-h food recall were recorded. Diet quality was assessed using the Healthy Eating Index (HEI)-2015. Total scores for vegetables and seafood and plant proteins (HEI-2015 components) were higher in the adequate–excellent food literacy group (2·9 ( sd 2·25) v . 2·5 ( sd 1·85), P = 0·041 and 12·8 ( sd 12·51) v . 11·0 ( sd 10·58), P = 0·040). Conversely, the refined grain scores were higher in the inadequate–limited food literacy group (3·6 ( sd 5·77) v . 4·5 ( sd 5·67), P = 0·041). In the regression model, the SFLQ score was positively associated with HEI-2015 scores ( β = 0·364, P = 0·026) and total vegetable consumption ( β = 0·029, P = 0·015). For each 1-point increase in the SFLQ score, the HEI-2015 score increased by 0·364 points on average ( β = 0·364, P = 0·026). Furthermore, SFLQ scores were negatively associated with refined grain scores ( β = −0·107, P = 0·001) and added sugar scores ( β = −0·021, P = 0·042). Food literacy is an important factor associated with diet quality. Enhancing nutrition knowledge, skills and attitudes in adults may contribute to healthier eating behaviours.