Search results

This study aimed to investigate the determinants of healthy lifestyle behavior in married people. It also sought to propose an integrative model that incorporates variables from two theoretical models, namely, the theory of planned behavior (TPB) and the health belief model (HBM), as well as two additional variables, namely habit and body image dissatisfaction.

Questionnaires were used to gather data, and structural equation modeling (SEM) was applied for statistical analysis. Data were collected from 404 respondents using several assessment tools, including the Health Belief Model Scale, the Theory of Planned Behavior Scale, the Healthy Lifestyle Belief Scale, the Body Area Scale, and the Creature of Habit Scale.

The findings showed that perceived severity is the predictor of a healthy lifestyle attitude, followed by subjective norm, perceived behavior control, and healthy lifestyle attitude as the primary attendants of intention. Meanwhile, it was found that a healthy lifestyle attitude is a significant mediator in the perceived severity and healthy lifestyle intention relationship. The suggested model outperforms the original TPB and HBM models in predictive ability, proving its utility and efficacy in describing healthy lifestyle behavior.

Adding constructs in the TPB and HBM models contributed considerably to improving the understanding of healthy lifestyle behavior among married people. Governments and policymakers might utilize the findings to design and execute a new program or a sustained healthy lifestyle for married people.

This study aims to meta-analytically investigate the impact of educational technology interventions on the development of creative thinking in educational settings. In recent years, the debate among researchers has persisted regarding the impact of various educational technologies, including interactive learning environments, digital instruction and platforms, and educational games and robotics, on students' creative thinking in diverse educational settings due to inconsistent findings.

This study, conducting a meta-analysis by synthesizing 35 relevant empirical studies with 2,776 participants, aims to investigate the association between educational technology interventions and the Torrance Tests of Creative Thinking (TTCT) and its subscales (fluency, flexibility, originality and elaboration).

No evident publication bias was found. From a general perspective, the results demonstrate a moderate level of influence of educational technology on the overall TTCT scale, with high heterogeneity attributed to the adopted instruments, mixed methods and target outcomes. Additionally, the results indicate that only three of the TTCT subscales (fluency, flexibility and originality) are influenced by educational technologies. Among the interventions, interactive learning environments yielded medium to the largest mean effect size. Furthermore, moderator analyses suggest that the effects of interventions on two subscales of TTCT (flexibility and originality) are moderated by school types, research design and the duration of intervention. The conclusion drawn is that interventions promoting students' creative thinking in different educational settings are efficacious.

Despite the low homogeneity of the results, which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.