Health EducationTable of Contents for Health Education. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/0965-4283/vol/123/iss/5/6?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHealth EducationEmerald Publishing LimitedHealth EducationHealth Educationhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/bc781c76baf5589eef4fb7b9247b89a0/urn:emeraldgroup.com:asset:id:binary:he.cover.jpghttps://www.emerald.com/insight/publication/issn/0965-4283/vol/123/iss/5/6?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHealth literacy and subjective well-being amongst university students: moderating role of genderhttps://www.emerald.com/insight/content/doi/10.1108/HE-01-2023-0008/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe present study has attempted to examine the connection between health literacy (HL) and subjective well-being (SWB) amongst university students in North India. In addition, the present research also sought to establish the role of “gender” and “absence/presence of health professional in the family” as a socio-demographic variable in the relationship between HL and SWB. This study used a descriptive and quantitative research design. Students were asked to respond to an online questionnaire as part of a survey strategy. Out of 550 respondents who completed the survey, only 511 responses were usable after data cleaning. The structural equation modelling regression analysis revealed a positive association between HL and SWB. In addition, the moderating role of gender and the “presence/absence of health professionals in the family” between HL and SWB was also established. Although a sizable sample of university students responded to this poll, it was a convenience sample. The study cannot be generalised to the general population; thus, future scholars can include other socio-demographic sections. Theoretically, it has tested a research framework concerning multiple dimensions of students' SWB and HL. In addition, the moderating role of gender and the “presence/absence of health professionals in the family” is another unique research contribution of this study. The results of the current study provided evidence that HL promotion efforts are needed amongst the student population in India to enhance their well-being. The objective of practitioners and relevant stakeholders (parents, government agencies and universities) should be to build capacities concerning HL at both personal and institutional levels. Based on the findings, more educational programmes should be created for the students to promote HL and raise awareness of healthy lifestyles. The degree to which people can locate, comprehend and use information and services to support health-related decisions and actions for themselves and others is known as “health literacy.” HL is closely associated with SWB, which means how people perceive and assess their lives and particular spheres and activities within them. The current research on the relationship between the two domains is limited. This study looked into the effects of HL on SWB amongst university students in North India.Health literacy and subjective well-being amongst university students: moderating role of gender
Irfana Rashid, Faseeh Amin, Aashiq Hussain Lone, Shahzada Shahid Gulzar
Health Education, Vol. 123, No. 5/6, pp.121-137

The present study has attempted to examine the connection between health literacy (HL) and subjective well-being (SWB) amongst university students in North India. In addition, the present research also sought to establish the role of “gender” and “absence/presence of health professional in the family” as a socio-demographic variable in the relationship between HL and SWB.

This study used a descriptive and quantitative research design. Students were asked to respond to an online questionnaire as part of a survey strategy. Out of 550 respondents who completed the survey, only 511 responses were usable after data cleaning.

The structural equation modelling regression analysis revealed a positive association between HL and SWB. In addition, the moderating role of gender and the “presence/absence of health professionals in the family” between HL and SWB was also established.

Although a sizable sample of university students responded to this poll, it was a convenience sample. The study cannot be generalised to the general population; thus, future scholars can include other socio-demographic sections. Theoretically, it has tested a research framework concerning multiple dimensions of students' SWB and HL. In addition, the moderating role of gender and the “presence/absence of health professionals in the family” is another unique research contribution of this study.

The results of the current study provided evidence that HL promotion efforts are needed amongst the student population in India to enhance their well-being. The objective of practitioners and relevant stakeholders (parents, government agencies and universities) should be to build capacities concerning HL at both personal and institutional levels. Based on the findings, more educational programmes should be created for the students to promote HL and raise awareness of healthy lifestyles.

The degree to which people can locate, comprehend and use information and services to support health-related decisions and actions for themselves and others is known as “health literacy.” HL is closely associated with SWB, which means how people perceive and assess their lives and particular spheres and activities within them. The current research on the relationship between the two domains is limited. This study looked into the effects of HL on SWB amongst university students in North India.

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Health literacy and subjective well-being amongst university students: moderating role of gender10.1108/HE-01-2023-0008Health Education2023-11-20© 2023 Emerald Publishing LimitedIrfana RashidFaseeh AminAashiq Hussain LoneShahzada Shahid GulzarHealth Education1235/62023-11-2010.1108/HE-01-2023-0008https://www.emerald.com/insight/content/doi/10.1108/HE-01-2023-0008/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
A content analysis of the frequency of fat talk in Walt Disney animation films (1937–2021)https://www.emerald.com/insight/content/doi/10.1108/HE-01-2023-0007/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestPrevious research demonstrates a consistent association between the media and body and eating related issues in children. Recent research has highlighted a role for “fat talk” to describe discourses around body size and food. One key source of media information is Disney animation films, yet to date no research study has explored the verbal content of this genre. The present study used a content analysis to examine fat talk in Disney animation films (1937–2021; n = 53) with a focus on the frequency of fat talk, changes over time and differences between the genders and heroic statuses of the givers and receivers of fat talk. Fat talk was defined as relating to both body size and food and could be either positive or negative. Results revealed that there was more negative than positive fat talk per film; no significant changes over time; males were the givers of significantly more positive and negative fat talk than females and were also the receivers of more negative fat talk; good characters were the givers and receivers of more positive and negative fat talk and more self-directed negative fat talk than bad characters. The results are discussed in terms of possible legislation and parenting interventions to minimise the harm of this genre on young children. Disney animation films may not be as benign as often thought.A content analysis of the frequency of fat talk in Walt Disney animation films (1937–2021)
Jane Ogden, Alissa Chohan
Health Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Previous research demonstrates a consistent association between the media and body and eating related issues in children. Recent research has highlighted a role for “fat talk” to describe discourses around body size and food. One key source of media information is Disney animation films, yet to date no research study has explored the verbal content of this genre.

The present study used a content analysis to examine fat talk in Disney animation films (1937–2021; n = 53) with a focus on the frequency of fat talk, changes over time and differences between the genders and heroic statuses of the givers and receivers of fat talk. Fat talk was defined as relating to both body size and food and could be either positive or negative.

Results revealed that there was more negative than positive fat talk per film; no significant changes over time; males were the givers of significantly more positive and negative fat talk than females and were also the receivers of more negative fat talk; good characters were the givers and receivers of more positive and negative fat talk and more self-directed negative fat talk than bad characters.

The results are discussed in terms of possible legislation and parenting interventions to minimise the harm of this genre on young children.

Disney animation films may not be as benign as often thought.

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A content analysis of the frequency of fat talk in Walt Disney animation films (1937–2021)10.1108/HE-01-2023-0007Health Education2024-03-19© 2024 Emerald Publishing LimitedJane OgdenAlissa ChohanHealth Educationahead-of-printahead-of-print2024-03-1910.1108/HE-01-2023-0007https://www.emerald.com/insight/content/doi/10.1108/HE-01-2023-0007/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Parents’ perspectives on adolescent social emotional learning: an explorative qualitative study amongst parents of students in prevocational secondary educationhttps://www.emerald.com/insight/content/doi/10.1108/HE-07-2023-0074/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestWorldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge. An explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews. A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework. Participants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations. The social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds. The study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.Parents’ perspectives on adolescent social emotional learning: an explorative qualitative study amongst parents of students in prevocational secondary education
Marion Cornelia van de Sande, Esther Pars-Van Weeterloo, Rene F.W. Diekstra, Carolien Gravesteijn, Paul L. Kocken, Ria Reis, Minne Fekkes
Health Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.

An explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.

A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.

Participants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.

The social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.

The study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.

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Parents’ perspectives on adolescent social emotional learning: an explorative qualitative study amongst parents of students in prevocational secondary education10.1108/HE-07-2023-0074Health Education2024-02-23© 2024 Emerald Publishing LimitedMarion Cornelia van de SandeEsther Pars-Van WeeterlooRene F.W. DiekstraCarolien GravesteijnPaul L. KockenRia ReisMinne FekkesHealth Educationahead-of-printahead-of-print2024-02-2310.1108/HE-07-2023-0074https://www.emerald.com/insight/content/doi/10.1108/HE-07-2023-0074/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited