Jiang Mengyao, Zhang Zuyue, Kang Li, Liao Jing, Wang Shumin, Lv Yalan, Zhou Xiaoyu, Hou Xiaorong
College of Medical Informatics, Chongqing Medical University, Chongqing, China.
Medical Data Science Academy, Chongqing Medical University, Chongqing, China.
Front Psychol. 2022 May 26;13:911955. doi: 10.3389/fpsyg.2022.911955. eCollection 2022.
Mental 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.
This study explores whether textual features influence the persuasiveness of teenager students' mental health education while considering the influence of risk preference.
From 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.
Among the four textual features mentioned in this study, a significant difference was reported in the persuasive effects of information with and without numerical features ( < 0.001), and such information tended to include digital features. The result for the symbolic features ( < 0.001) was consistent with the numerical features. The persuasive effects of positive and negative emotional information significantly differed ( < 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 ( > 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).
The 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.
心理健康是一个备受关注的公共卫生问题。以往研究表明，文本特征和个体心理特征会影响信息接收效果。
本研究探讨在考虑风险偏好影响的情况下，文本特征是否会影响青少年学生心理健康教育的说服力。
2021年11月至12月，在中国重庆对1869名7 - 12年级的青少年学生进行了一项横断面研究。采用Wilcoxon符号秩检验、多元逻辑回归和亚组分析对数据进行分析。
在本研究提及的四种文本特征中，有无数字特征的信息在说服效果上存在显著差异（<0.001），且此类信息倾向于包含数字特征。符号特征的结果（<0.001）与数字特征一致。积极和消极情绪信息的说服效果存在显著差异（<0.001），前者表现更好。有无情绪冲突的信息在说服效果上未观察到显著差异（>0.05）。结合风险偏好分析结果表明，风险偏好的调节作用仅体现在情绪冲突方面。倾向于文本中无情绪冲突的学生表现出风险规避特征，或成绩较低，或来自农村或住校。大多数青少年学生也规避风险，尤其是女性（比值比=2.223，95%置信区间：1.755 - 2.815）和初中生（比值比=1.533，95%置信区间：1.198 - 1.963）。
文本中的数字、符号和积极情绪对接受心理健康教育的青少年学生产生积极影响。规避风险的学生倾向于阅读无情绪冲突的文本。男性选择具有积极情绪极性文本的概率比女性低33.5%。与男性和高年级学生相比，女生和低年级学生也表现出更高的风险规避倾向。因此，应为具有不同特征的青少年学生开发具有不同文本特征的教育材料。
