"Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China"

作者全名："Jiang, Mengyao; Zhang, Zuyue; Kang, Li; Liao, Jing; Wang, Shumin; Lv, Yalan; Zhou, Xiaoyu; Hou, Xiaorong"

作者地址："[Jiang, Mengyao; Zhang, Zuyue; Liao, Jing; Wang, Shumin; Lv, Yalan; Zhou, Xiaoyu; Hou, Xiaorong] Chongqing Med Univ, Coll Med Informat, Chongqing, Peoples R China; [Jiang, Mengyao; Zhang, Zuyue; Liao, Jing; Lv, Yalan; Hou, Xiaorong] Chongqing Med Univ, Med Data Sci Acad, Chongqing, Peoples R China; [Jiang, Mengyao; Zhang, Zuyue; Liao, Jing; Lv, Yalan; Hou, Xiaorong] Chongqing Engn Res Ctr Clin Big Data & Drug Evalua, Chongqing, Peoples R China; [Kang, Li] Chongqing Tianjiabing Middle Sch, Chongqing, Peoples R China"

通信作者："Hou, XR (通讯作者)，Chongqing Med Univ, Coll Med Informat, Chongqing, Peoples R China.; Hou, XR (通讯作者)，Chongqing Med Univ, Med Data Sci Acad, Chongqing, Peoples R China.; Hou, XR (通讯作者)，Chongqing Engn Res Ctr Clin Big Data & Drug Evalua, Chongqing, Peoples R China."

来源：FRONTIERS IN PSYCHOLOGY

ESI学科分类：PSYCHIATRY/PSYCHOLOGY

WOS号：WOS:000808278200001

JCR分区：Q1

影响因子：3.8

年份：2022

卷号：13

期号：　

开始页：　

结束页：　

文献类型：Article

关键词：mental health; textual features; risk preference; emotional polarity; teenager students

摘要："BackgroundMental health is a public health problem of great concern. Previous studies show that textual features and individual psychological characteristics can influence the effect of receiving information. PurposeThis study explores whether textual features influence the persuasiveness of teenager students' mental health education while considering the influence of risk preference. MethodsFrom November to December 2021, a cross-sectional study was conducted among 1,869 teenager students in grade 7-12 in Chongqing, China. Wilcoxon signed-rank test, multiple logistic regression, and subgroup analysis were used to analyze the data. ResultsAmong the four textual features mentioned in this study, a significant difference was reported in the persuasive effects of information with and without numerical features (p < 0.001), and such information tended to include digital features. The result for the symbolic features (p < 0.001) was consistent with the numerical features. The persuasive effects of positive and negative emotional information significantly differed (p < 0.001), with the former showing a better performance. No significant differences were observed between the persuasive effects of information with and without emotional conflicts (p > 0.05). Combined with those from the risk preference analysis, results showed that the regulatory effect of risk preference was only reflected in emotional conflicts. Students who prefer having no emotional conflict in the text showed the characteristics of risk avoidance, or lower grades, or rural or school accommodation. Most teenager students are also risk averse, especially females (or = 2.223, 95%CI:1.755-2.815) and juniors (or = 1.533, 95%CI: 1.198-1.963). ConclusionThe numbers, symbols, and positive emotions in the text generate an active effect on teenager students receiving mental health education. Students avoiding risk are inclined to read texts without emotional conflicts. The probability of male choosing texts with positive emotional polarity is 33.5% lower than that of female. Female students and those from lower grades also demonstrate a higher inclination to risk avoidance compared with their male and higher grade counterparts. Therefore, educational materials with different text characteristics should be developed for teenager students with varying characteristics."

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