【摘要】 目的：了解湖南省某高校大学生营养素养现状及其影响因素，为实施营养教育及制定干预措施提供依据。方法：采用方便整群抽样的方法，从湖南省某高校抽取在校本科生作为研究对象。使用“一般人群营养素养问卷”，收集调查对象的一般情况及营养素养信息，运用SPSS 26.0统计软件进行数据处理与分析。采用中位数（M）、百分位数(P₂₅和P₇₅)和四分位间距（IQR）描述营养素养得分情况，采用率描述营养素养和营养素养各维度的具备情况，采用Mann-Whitney U检验和Kruskal-Wallis H秩和检验等方法分析营养素养及各维度水平的差异，采用多元线性回归分析营养素养影响因素。结果：共发放问卷6 054份，回收问卷5 509份，有效问卷为5 368份，问卷有效率为97.4%。调查对象总体营养素养得分中位数为66.0（IQR=13.0），其中食物与营养相关知识与技能、选择食物、制作食物、摄入食物四个维度得分中位数分别为9.5（IQR=1.5）、18.5（IQR=5.5）、14.0（IQR=5.0）和25.0（IQR=5.0）。具备营养素养的比例为6.2%，其中具备认知素养的调查对象比例为81.6%，高于具备技能素养的比例11.9%。调查对象中女性营养素养得分高于男性（66.5 vs 65.0,P<0.001）。居住于城镇的调查对象营养素养得分显著高于农村调查对象（67.5 vs 65.0,P<0.001）。营养相关专业的调查对象营养素养得分显著高于非相关专业的调查对象（67.0 vs 65.0,P<0.001）。进行多元线性回归分析结果显示，家庭人均月收入水平与营养素养得分呈正相关（P<0.001）；年级较低的调查对象，其营养素养得分更高（P<0.001）。结论：大学生群体技能素养低于认知素养，不同特征人群存在差异，男性、来自农村、非营养相关专业、家庭人均月收入水平低、年级较高的调查对象营养素养相对较低，应加强营养实践教学和关注重点人群的营养教育。更多还原

【Abstract】 【Objective】 To assess the current status of nutrition literacy and its determinants among undergraduates in a university in Hunan province, thereby providing evidence base for the development of targeted nutritioneducation strategies and intervention programs.【Method】 Undergraduate students were recruited from one university in Hunan province by convenience cluster sampling. Data on general characteristics and nutrition literacy were collected with the “General Nutrition Literacy Questionnaire.” All analyses were performed with SPSS 26.0. Nutrition-literacy scores were summarized as medians（M）, 25 th and 75 th percentiles(P₂₅, P₇₅), and inter-quartile ranges（IQR）. The prevalence of adequate overall nutrition literacy and of each of its dimensions was reported as percentages. Between-group differences were examined with the Mann-Whitney U test or the Kruskal-Wallis H test, as appropriate. Determinants of nutrition-literacy scores were identified by multiple linear regression.【Result】 Among 6 054 questionnaires distributed, 5 509 were returned and 5 368 were valid, yielding an effective response rate of 97.4%. The median overall nutrition-literacy score was 66.0（IQR=13.0）. Domain-specific medians were 9.5（IQR=1.5） for food-and nutrition-related knowledge, 18.5（IQR=5.5） for food selection, 14.0（IQR=5.0） for food preparation, and 25.0（IQR=5.0） for food consumption. Only 6.2% of respondents achieved the criterion for overall nutrition literacy; 81.6% demonstrated adequate cognitive literacy, whereas only 11.9% met the threshold for skill-based literacy. Female students scored significantly higher than males（66.5 vs 65.0, P<0.001）. Urban residents outperformed rural counterparts（67.5 vs 65.0, P<0.001）, and nutrition-related majors achieved higher scores than non-related majors（67.0 vs 65.0, P<0.001）. Multiple linear regression showed that per-capita monthly household income was positively associated with nutrition-literacy scores（P<0.001）, whereas higher academic year was inversely associated（P<0.001）.【Conclusion】 University students exhibit markedly lower skill-based than cognitive nutrition literacy. Significant disparities are observed across sociodemographic strata; lower scores are concentrated among males, rural residents, non-nutrition majors, those from low per-capita household-income households, and students in advanced academic years. Targeted interventions should prioritize experiential nutrition-education components and tailored programs for these high-risk subpopulations.更多还原