Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China
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...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-05-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.911955/full |
| _version_ | 1811255392394543104 |
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| author | Mengyao Jiang Mengyao Jiang Mengyao Jiang Zuyue Zhang Zuyue Zhang Zuyue Zhang Li Kang Jing Liao Jing Liao Jing Liao Shumin Wang Yalan Lv Yalan Lv Yalan Lv Xiaoyu Zhou Xiaorong Hou Xiaorong Hou Xiaorong Hou |
| author_facet | Mengyao Jiang Mengyao Jiang Mengyao Jiang Zuyue Zhang Zuyue Zhang Zuyue Zhang Li Kang Jing Liao Jing Liao Jing Liao Shumin Wang Yalan Lv Yalan Lv Yalan Lv Xiaoyu Zhou Xiaorong Hou Xiaorong Hou Xiaorong Hou |
| author_sort | Mengyao Jiang |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-12T17:23:09Z |
| format | Article |
| id | doaj.art-1b17d7a1857b4c85a1d70b444f2cec46 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T17:23:09Z |
| publishDate | 2022-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-1b17d7a1857b4c85a1d70b444f2cec462022-12-22T03:23:24ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-05-011310.3389/fpsyg.2022.911955911955Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, ChinaMengyao Jiang0Mengyao Jiang1Mengyao Jiang2Zuyue Zhang3Zuyue Zhang4Zuyue Zhang5Li Kang6Jing Liao7Jing Liao8Jing Liao9Shumin Wang10Yalan Lv11Yalan Lv12Yalan Lv13Xiaoyu Zhou14Xiaorong Hou15Xiaorong Hou16Xiaorong Hou17College of Medical Informatics, Chongqing Medical University, Chongqing, ChinaMedical Data Science Academy, Chongqing Medical University, Chongqing, ChinaChongqing Engineering Research Center for Clinical Big Data and Drug Evaluation, Chongqing, ChinaCollege of Medical Informatics, Chongqing Medical University, Chongqing, ChinaMedical Data Science Academy, Chongqing Medical University, Chongqing, ChinaChongqing Engineering Research Center for Clinical Big Data and Drug Evaluation, Chongqing, ChinaChongqing Tianjiabing Middle School, Chongqing, ChinaCollege of Medical Informatics, Chongqing Medical University, Chongqing, ChinaMedical Data Science Academy, Chongqing Medical University, Chongqing, ChinaChongqing Engineering Research Center for Clinical Big Data and Drug Evaluation, Chongqing, ChinaCollege of Medical Informatics, Chongqing Medical University, Chongqing, ChinaCollege of Medical Informatics, Chongqing Medical University, Chongqing, ChinaMedical Data Science Academy, Chongqing Medical University, Chongqing, ChinaChongqing Engineering Research Center for Clinical Big Data and Drug Evaluation, Chongqing, ChinaCollege of Medical Informatics, Chongqing Medical University, Chongqing, ChinaCollege of Medical Informatics, Chongqing Medical University, Chongqing, ChinaMedical Data Science Academy, Chongqing Medical University, Chongqing, ChinaChongqing Engineering Research Center for Clinical Big Data and Drug Evaluation, Chongqing, ChinaBackgroundMental 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.911955/fullmental healthtextual featuresrisk preferenceemotional polarityteenager students |
| spellingShingle | Mengyao Jiang Mengyao Jiang Mengyao Jiang Zuyue Zhang Zuyue Zhang Zuyue Zhang Li Kang Jing Liao Jing Liao Jing Liao Shumin Wang Yalan Lv Yalan Lv Yalan Lv Xiaoyu Zhou Xiaorong Hou Xiaorong Hou Xiaorong Hou Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China Frontiers in Psychology mental health textual features risk preference emotional polarity teenager students |
| title | Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China |
| title_full | Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China |
| title_fullStr | Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China |
| title_full_unstemmed | Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China |
| title_short | Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China |
| title_sort | textual features and risk preference effects on mental health education among teenager students in chongqing china |
| topic | mental health textual features risk preference emotional polarity teenager students |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.911955/full |
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