scholarly journals The power of choice. Identifying the most autonomy-supportive message frame in digital health communication (Preprint)

2019 ◽  
Author(s):  
Eline Suzanne Smit ◽  
Chamoetal Zeidler ◽  
Kenneth Resnicow ◽  
Hein de Vries
Keyword(s):  
Health Communication ◽  
Autonomy Support ◽  
Vegetable Intake ◽  
Digital Health ◽  
Positive Effects ◽  
Message Frame ◽  
Overall Evaluation ◽  
Perceived Relevance ◽  
Power Of Choice ◽  
Perceived Autonomy Support

BACKGROUND Effectiveness of digital health communication may be increased by enhancing autonomy-supportiveness. OBJECTIVE Aim of this study was to identify the most autonomy-supportive message frame within an intervention aimed at vegetable intake, by testing the effect of two strategies, i.e. 1) using autonomy-supportive language and 2) providing choice. METHODS An online 2 (autonomy-supportive vs. controlling language) x 2 (choice vs. no choice) experiment was conducted among 526 participants, recruited via a research panel. Main outcome measures were perceived autonomy-support (VCCQ; 1-5), perceived relevance (1 item; 1-5) and overall evaluation of the intervention (1 item; 1-10). RESULTS Choice had a positive effect on the overall evaluation of the intervention (b = .12, p = .003) and for participants with a high need for autonomy also on perceived relevance (b = .13, p = .017). A trend was observed of choice having positive effects on perceived autonomy-support (b = .07, p = .065). No significant effects on any of the three outcomes were observed for language. CONCLUSIONS Results suggest that provision of choice rather than use of autonomy-supportive language can be an easy-to-implement strategy to increase the effectiveness of online computer-tailored health communication, especially for people with a high need for autonomy.

scholarly journals Identifying the Most Autonomy-Supportive Message Frame in Digital Health Communication: A 2x2 Between-Subjects Experiment

10.2196/14074 ◽  
2019 ◽  
Vol 21 (10) ◽  
pp. e14074 ◽  
Author(s):  
Eline Suzanne Smit ◽  
Chamoetal Zeidler ◽  
Ken Resnicow ◽  
Hein de Vries
Keyword(s):  
Health Communication ◽  
Autonomy Support ◽  
Vegetable Intake ◽  
Digital Health ◽  
Significant Positive Effect ◽  
Message Frame ◽  
Overall Evaluation ◽  
Perceived Relevance ◽  
Perceived Autonomy Support ◽  
Positive Effect

Background The effectiveness of digital health communication may be increased by enhancing autonomy supportiveness. Objective This study aimed to identify the most autonomy-supportive message frame within an intervention for increasing vegetable intake by testing the effect of the following 2 strategies: (1) using autonomy-supportive language and (2) providing choice. Methods A Web-based 2 (autonomy-supportive vs controlling language)×2 (choice vs no choice) experiment was conducted among 526 participants, recruited via a research panel. The main outcome measures were perceived autonomy support (measured using the Virtual Care Climate Questionnaire, answered with scores 1 to 5), perceived relevance (measured with one question, answered with scores 1 to 5), and overall evaluation of the intervention (measured with 1 open-ended question, answered with scores 1 to 10). Results Choice had a significant positive effect on the overall evaluation of the intervention (b=.12; P=.003), whereas for participants with a high need for autonomy, there was a significant positive effect on perceived relevance (b=.13; P=.02). The positive effect of choice on perceived autonomy support approached significance (b=.07; P=.07). No significant effects on any of the three outcomes were observed for language. Conclusions Results suggest that provision of choice rather than the use of autonomy-supportive language can be an easy-to-implement strategy to increase the effectiveness of digital forms of health communication, especially for people with a high need for autonomy.

scholarly journals The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

2020 ◽  
Vol 17 (19) ◽  
pp. 7353
Author(s):  
Julia Zimmermann ◽  
Henri Tilga ◽  
Joachim Bachner ◽  
Yolanda Demetriou
Keyword(s):  
Physical Education ◽  
Measurement Invariance ◽  
Internal Consistency ◽  
Autonomy Support ◽  
Structural Equation ◽  
Criterion Validity ◽  
Equation Modeling ◽  
General Factor ◽  
Positive Effects ◽  
Perceived Autonomy Support

Teachers’ autonomy support (AS) in physical education (PE) has positive effects on students’ affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students’ autonomy in a holistic way.

scholarly journals Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement

2020 ◽  
Vol 3 (3) ◽  
pp. 119-137
Author(s):  
Wilfried Admiraal ◽  
◽  
Lysanne Post ◽  
Ditte Lockhorst ◽  
Monika Louws ◽  
...  
Keyword(s):  
The Netherlands ◽  
Secondary School ◽  
Autonomy Support ◽  
Learning Preferences ◽  
Learning Motivation ◽  
Future Research ◽  
Design Data ◽  
Positive Effects ◽  
Quasi Experimental ◽  
Perceived Autonomy Support

Personalizing learning with technology in secondary schools is a way to empower students to take control of their learning. The more learners can direct their own learning experiences, including path, pace and instructional approach, the more they may learn what they want and need to learn. In a quasi-experimental design, data about the implementation and evaluation of three interventions in one secondary school in the Netherlands have been gathered with student questionnaires and regular exams. In these three interventions, each lasting one entire school year, teachers attempted to support their students’ autonomy in decisions during their learning process. Effects on students’ perceived autonomy support, learning motivation and their achievement have been examined. One intervention – the one with the highest scores on perceived autonomy support – shows small positive effects on students’ learning motivation and their achievement. Learner control over structural aspects of the curriculum, such as students’ autonomy to choose their tasks for practicing and reviewing and the way to complete them, is a possible effective way of designing personalizing learning in secondary education. In future research, more attention should be addressed to which combination of autonomy supportive activities might be effective. These effects might also be different for different student groups, based on, for example, their learning preferences and abilities.

scholarly journals Should or could? Testing the use of autonomy-supportive language and the provision of choice in online computer-tailored alcohol reduction communication

2019 ◽  
Vol 5 ◽  
pp. 205520761983276 ◽  
Author(s):  
Maria B. Altendorf ◽  
Julia C.M. van Weert ◽  
Ciska Hoving ◽  
Eline S. Smit
Keyword(s):  
Autonomy Support ◽  
Message Framing ◽  
Health Messages ◽  
Future Research ◽  
Message Frame ◽  
Message Frames ◽  
The Individual ◽  
Perceived Autonomy Support ◽  
Positive Intervention ◽  
Alcohol Reduction

Individuals can feel more motivated to change health behaviour when perceiving autonomy-support, as induced through non-pressuring message phrasing and the provision of choice: autonomy-supportive message framing. Additionally, controlling message phrasing – commands that do not provide choice – can thwart autonomy and lead to reactance, which is detrimental to the persuasiveness of health messages. Many health messages have not been formulated in an autonomy-supportive manner and therefore could arouse reactance, resulting in reduced intervention effectiveness. We aimed to test the effects of autonomy-supportive vs. controlling alcohol reduction message frames on individuals’ perceived autonomy-support from these messages; and their reactance towards the message while considering the individual need for autonomy in the context of an online computer-tailored alcohol reduction intervention. A 2 (autonomy-supportive language vs. controlling language) × 2 (choice vs. no choice) between-subjects experiment ( N = 521) was conducted using an online computer-tailored alcohol reduction intervention. Outcome measures were perceived autonomy-support and reactance and we investigated whether an individual’s need for autonomy moderated the effect of autonomy-supportive and controlling message frames on those outcome variables. Multiple linear regression analyses showed that neither autonomy-supportive nor controlling message frames had significant effects on perceived autonomy-support or reactance, and there was no moderation from the need for autonomy. Overall, participants evaluated the intervention as positive and perceived high levels of autonomy-support, regardless of the message frame used. Future research needs to test whether the positive intervention evaluation is due to content tailoring, and whether more distinguishable manipulations of message frames could be effective.

Message Frame-Tailoring in Digital Health Communication: Intervention Redesign and Usability Testing (Preprint)

2021 ◽  
Author(s):  
Inge S van Strien ◽  
Maria B Altendorf ◽  
Ciska Hoving ◽  
Julia CM van Weert ◽  
Eline S Smit
Keyword(s):  
Smoking Cessation ◽  
Health Communication ◽  
Digital Health ◽  
Usability Testing ◽  
Effect Sizes ◽  
Communication Intervention ◽  
Promising Strategy ◽  
Message Frame ◽  
Message Frames ◽  
Communication Interventions

BACKGROUND Message frame-tailoring based on the need for autonomy is a promising strategy to improve the effectiveness of digital health communication interventions. An example of a digital health communication intervention is PAS, an online content-tailored smoking cessation program. PAS was effective in improving cessation success, but its effect sizes were small and disappeared after six months. OBJECTIVE We aim to improve the effectiveness of PAS further by incorporating message frame-tailoring, providing smokers with autonomy-supportive or controlling message frames – depending on their individual need for autonomy. METHODS Various methods were used to redesign the PAS program to include message frame-tailoring with optimal usability: usability testing, think-aloud methodology, heuristic evaluations, and an online experiment. RESULTS The most autonomy-supportive and controlling message frames were identified, the cut-off point for the need for autonomy to distinguish between people with a high and low need for autonomy was determined, and the usability was optimized. CONCLUSIONS This resulted in a redesigned digital health communication intervention that included message frame-tailoring and had optimal usability. A detailed description of the redesigning process of the PAS program is provided.

scholarly journals Association between caregiver‐oncologist discordance in patient's life expectancy estimates and caregiver perceived autonomy support by the oncologist

2021 ◽  
Author(s):  
Gina Tuch ◽  
Chandrika Sanapala ◽  
Supriya G. Mohile ◽  
Paul R. Duberstein ◽  
Enrique Soto‐Perez‐de‐Celis ◽  
...  
Keyword(s):  
Life Expectancy ◽  
Autonomy Support ◽  
Perceived Autonomy Support

scholarly journals Increasing the Willingness to Participate in Organ Donation Through Humorous Health Communication: (Quasi-)Experimental Evidence

2020 ◽  
Author(s):  
Cornelia Betsch ◽  
Nora Katharina Küpke ◽  
Leonie Otten ◽  
Eckart von Hirschhausen
Keyword(s):  
Health Communication ◽  
Organ Donation ◽  
Causal Effect ◽  
Control Group ◽  
Willingness To Participate ◽  
Entertainment Education ◽  
Positive Effects ◽  
Neutral Information ◽  
Willingness To Donate ◽  
Quasi Experimental

Increasing people’s willingness to donate organs after their death requires effective communication strategies. In two preregistered studies, we assessed whether humorous entertainment education formats on organ donation elicit positive effects on knowledge, fears, attitudes, and behavioral intentions – both immediately after the treatment and four weeks later. We test whether perceived funniness mediates expected effects on attitudes and intentions. Study 1 is a quasi-experiment which uses a live medical comedy show (N = 3,964) as an entertainment education format, which either contained or did not contain information about organ donation. Study 2, a lab experiment, tests humor’s causal effect in a pre-post design with a control group (N = 144) in which the same content was provided in either a humorous or non-humorous way in an audio podcast. Results showed that humorous interventions per se were not more effective than neutral information, but that informing people about organ donation in general increased donation intentions, attitudes, and knowledge. However, humorous interventions were especially effective in reducing fears related to organ donation. The findings are discussed regarding the opportunities for sensitive health communication through entertainment education formats, psychological processes that humor triggers, and humor’s role in health communication formats.

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