Objectives: When the course of a disease can be positively changed by health professionals the disease can be indicated as ‘highly treatable’. This ‘high treatability information’ (HTI) may have negative side-effects on people’s preventative motivation. This study examined the effects of HTI regarding skin cancer on preventative motivation.Design: This study employed a 2 (high treatability (HTI) versus low treatability (LTI)) × 2 (high versus low susceptibility)?experiment with a hanging control group. (family) History and self-efficacy were assessed as moderators. Participants (N = 309) were randomly assigned to one of the five conditions.Main outcome measures: The main outcome was intention to engage in preventative actions regarding skin cancer.Results: HTI significantly lowered the intention compared to LTI, under the condition of high susceptibility in people with low self-efficacy. In addition, in people with a (family) history of skin cancer, HTI significantly lowered the intention compared to the no-information group.Conclusion: HTI regarding skin cancer can cause a drop in the preventative motivation. The effects can be conceptualised as negative side-effects of HTI. As substantial proportions of the general population have a (family) history of skin cancer or low self-efficacy, the side-effects may be widespread, possibly increasing the incidence of skin cancer. 相似文献
We tested a role-conflict, depletion, and enrichment model, in which work-based benefits (enabling resources, psychological rewards, and psychological involvement) and work-based demands (time-, strain-, and behaviour-based demands, and hours worked) were antecedents to work–university conflict and work–university facilitation, which, in turn, were antecedent to students' academic engagement (dedication and vigour) and well-being (general and context-specific feelings about university). We also tested whether conflict and facilitation acted as mediators in the relationships between benefits and demands and the outcomes of engagement and well-being. The hypotheses were tested using 185 university students (77% female; mean age = 22.7 years) who were working while studying. Work-based benefits (enabling resources, rewards, and involvement) were associated with higher work–university facilitation; more time demands and fewer psychological rewards were associated with more work–university conflict; facilitation was associated with more engagement (dedication) and general well-being; and conflict was associated with more negative feelings towards the university. There were no mediation effects. Working while studying is related to students' engagement and well-being, although modest effects were explained by role-conflict theory. 相似文献