Operationalization of the social cognitive theory to explain and predict physical activity in Germany: a scale development.

Introduction: Social cognitive theory is one of the most prominent psychological theories regarding human behavior. Previous research tested and confirmed parts of the theory concerning the explanatory and predictive value of the theory, both in specific populations and in selected domains of physical activity. However, the value of this research is limited as researchers often use their own item sets rather than validated scales.

Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention.

In this study, we exploratively investigate the relation between students' epistemological beliefs and their declarative knowledge about scientific explanations and their practical skills to explain psychological phenomena drawing on scientific theories before and after a training intervention using a person-centered approach. We theoretically derive profiles of epistemological beliefs that should be beneficial for constructing scientific explanations. We those having higher explanation skills show a profile of epistemological beliefs that is beneficial for explanations skills.

Specific health beliefs mediate sex differences in food choice.

Objective: Although sex differences in dietary habits are well documented, the etiology of those differences is still a focus of research. The present study examines the role of specific health beliefs regarding healthy amounts of food for food choice and its relation to sex, more specifically, the assumption that sex differences in food choices are mediated by differentiating health beliefs.

Method: 212 German participants (44.

Evaluating self-reported retrospective average daily fruit, vegetable, and egg intake: Trustworthy-Sometimes!

Retrospective self-reports are commonly used to assess dietary intake. Yet, their use is criticized as it is unclear whether the underlying assumptions for valid self-reports are met: Individuals have to consider the behavior of all days in the retention interval and weigh the behavior of all days equally. This study examines whether these assumptions for retrospective self-reports are met and whether interindividual differences in self-report performance are relevant regarding these assumptions.

Faking self-reports of health behavior: a comparison between a within- and a between-subjects design.

Background: This study examines people's ability to fake their reported health behavior and explores the magnitude of such response distortion concerning faking of preventive health behavior and health risk behavior. As health behavior is a sensitive topic, people usually prefer privacy about it or they wish to create a better image of themselves (Fekken et al., 2012; Levy et al.

Fostering medical students' clinical reasoning by learning from errors in clinical case vignettes: effects and conditions of additional prompting procedures to foster self-explanations.

The present study aims at fostering undergraduate medical students' clinical reasoning by learning from errors. By fostering the acquisition of "negative knowledge" about typical cognitive errors in the medical reasoning process, we support learners in avoiding future erroneous decisions and actions in similar situations. Since learning from errors is based on self-explanation activities, we provided additional prompting procedures to foster the effectiveness of the error-based instructional approach.

Situated health promotion: reflections on implementing situated learning approaches in health promotion.

Handing down health knowledge and behavior patterns is a main objective of health promotion. Often, interventions do not bring about the intended change of behavior. This could be due, among other things, to the fact that the majority of intervention programs are not based on principles of instructional design to bridge the gap between knowledge and action.

Do worked examples foster medical students' diagnostic knowledge of hyperthyroidism?

Objectives: In an initial experimental study in the domain of learning about hypertension, a case-based, worked example approach was found to be most effective when erroneous examples and elaborated feedback were provided. However, combining erroneous examples with knowledge of correct result (KCR) feedback impaired learning. This study was designed to establish whether these findings could be replicated in the domain of learning about hyperthyroidism.

Fostering diagnostic knowledge through computer-supported, case-based worked examples: effects of erroneous examples and feedback.

Objectives: A case-based, worked example approach was realised in a computer-based learning environment with the intention of facilitating medical students' diagnostic knowledge. In order to enhance the effectiveness of the approach, two additional measures were implemented: erroneous examples and elaborated feedback. In the context of an experimental study, the two measures were varied experimentally.

Simulating soft data to make soft data applicable to simulation.

Background: Biomedical processes are often influenced by measures considered "non-crisp", "soft" or "subjective". Despite the growing awareness of the importance of such measures, they are rarely considered in biomedical simulation. This study introduces an input generator for soft data (input generator SD) that makes soft data applicable to simulation.