Author: Banas, Jennifer

Source: American Journal of Health Education, Volume 39, Number 4, July/August 2008 , pp. 228-236(9)

Publisher: American Alliance for Health, Physical Education, Recreation & Dance

Abstract:

Background: College students may fail to practice information literacy skills because they are unaware of their skill level or are not concerned with the risks. Purpose: In order to develop an effective message that motivates college students to learn online health information literacy skills, a better understanding of perceptions about such skills and use of the internet to locate health information is needed. Methods: A risk assessment and internet use survey were administered to participants (n=98). The risk assessment evaluated and grouped individuals into one of three risk-response states based on perceived threat severity and susceptibility, as well as perceived self- and response-efficacy. Discussion: Risk-response states and frequency of internet use to locate health information varied significantly (p<.001). A significant relationship was also found between frequency of use and risk-response state (p<.01). Topics most researched included an illness or condition; nutrition, exercise, or weight-control issues; and mental health issues. Translation to Health Education Practice: When seeking to motivate college students to learn online health information literacy skills, educators should tailor their messages based on risk-response states, frequency of internet use to locate health information, and topics researched.

Document Type: Research article

Publication date: 2008-07-01

More about this publication?

• The American Journal of Health Education (AJHE) is a rigorously refereed journal, published bi-monthly under the auspices of the American Association for Health Education, and indexed in over ten databases. AJHE provides meticulously reviewed articles that report original research findings, systematic state-of-the art reviews on key topics, contemporary viewpoints and developments in the field of Health Education, commentaries, descriptions and accounts of strategies that promote the health of populations in community, health care, and worksite settings, teaching ideas for educational settings from pre-K to higher education, and recent resource materials. Certified Health Education Specialists (CHES) may earn Category I continuing education credit hours through two self-study articles per issue of AJHE.
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