The association between education and health outcomes has been well documented, and education has historically been used as an indicator for socioeconomic status in epidemiological studies (Pamuk et al. 1998). Researchers hypothesize that education may protect against disease by influencing lifestyle behaviors, problem-solving abilities, and values. Other researchers have demonstrated a strong association between education
Traditionally, literacy has meant the ability to read and write. As the cognitive skill requirements of work and daily life have increased, the definition has expanded. In the National Literacy Act of 1991, the US Congress defined literacy as ”an individual’s ability to read, write, and speak in English and compute and solve problems at
New information and communication technologies (ICTs) pose significant challenges for their users. They require the rapid development and continual updating of diverse skills, competences, and knowledge, from the most familiar to the brand new, and from the most basic to the highly sophisticated. In academic research, these skills and knowledge requirements are increasingly brought together
Media literacy has been defined as “the ability to access, analyze, evaluate and create messages across a variety of contexts” (Christ & Potter 1998, 7). This definition is widely accepted, although many alternative and competing conceptions also exist. As the subject of academic research, educational initiatives and communication policy (Potter 2004), research reflects enduring tensions
Scientific literacy, and more so the public understanding of science, have recently become areas of study in their own right within the sociology of science and science and technology studies (STS). This emergence is partly due to the increased focus on science as an inherently social activity, but more specifically it is due to the
The acquisition of reading and writing skills— especially reading—always an important element in American education, has received growing attention in recent years, as exemplified by the No Child Left Behind (NCLB) Act enacted by Congress in 2001 and signed by President Bush in 2002. The legislation begins with a concentration on reading and mathematics achievement
This article explores the pivotal role of health literacy in promotion programs within the field of health psychology. The introduction delineates the concept of health literacy, elucidating its significance in the context of public health promotion. The subsequent body of the article scrutinizes the multifaceted impact of low health literacy on health outcomes, followed by
This article explores the complex relationship between health literacy and socioeconomic status (SES) within the domain of health psychology. The introduction elucidates the critical role of health literacy and establishes the significance of SES in influencing health outcomes. The first body section explores the reciprocal impact of health literacy and SES, elucidating the existing literature
This article delves into the relationship between patient literacy and health communication within the domain of health psychology. The introduction outlines the fundamental concepts, emphasizing the significance of clear communication in promoting health literacy. The first section explores the theoretical foundations of patient literacy, scrutinizing health literacy models and delving into cognitive and psychological factors