Literacy Scores Research Articles

Investigation of the relationship between socioeconomic status and literacy in PISA Türkiye data

Previous researchers have identified socioeconomic status as a significant predictor of achievement/literacy. However, it is important to recognize that the influence of socioeconomic status on literacy may vary at different levels of socioeconomic status. Thus, this study analyzes the relationship between socioeconomic status and literacy scores for all domains in PISA Türkiye data from 2003 to 2022 through the Classification and Regression Trees and linear regression methods. Upon examining the results, separate investigations carried out for the lower and upper socioeconomic status groups indicate that R2 values were found to be equal to or greater than .80 in 37 out of the 42 analyses. From 2003 to 2009, the R2 values in both groups were considerably high; however, there has been a notable decline in subsequent periods. The year 2009 demonstrated particularly high R2 values by ESCS in all domains for both upper and lower groups. Consequently, socioeconomic status exhibited a greater predictive power on literacy scores across all domains in the lower socioeconomic group than upper socioeconomic group.

A Study on Illegal Wildlife Trade in Tanzania Based on Multi-source Data Fusion

This study on the illegal wildlife trade crisis in Tanzania is methodically divided into three phases: planning, policy, and application. Initially, data preprocessing methods such as null processing, interpolation, and max-min normalization were applied to construct a client impact assessment model utilizing AHP and hierarchical evaluation methods. WWF emerged as the most influential client. The policy phase introduced a comprehensive five-year strategy across economic, social, cultural, and environmental sectors. This strategy was supported by three quantitative models, which were used to evaluate the impact of the illegal wildlife trade. The economic model assessed the contribution to GDP growth from the integration of illegal trappers into the workforce. The social model applied crime economics to optimize time allocation under uncertainty. The cultural impact was measured through educational guidelines and a literacy score. Finally, environmental policies were analyzed by adjusting nature reserve areas and poaching difficulty parameter Z. In the application phase, Tanzania's National Forest Park was selected to serve as a pilot site for the models, with the projected outcomes including an increase in species richness and a reduction in poaching ease over a five-year period.

Digital health literacy among undergraduate nursing students in China: associations with health lifestyles and psychological resilience

BackgroundDigital health literacy (DHL) is pivotal for individuals to access trustworthy health information and make informed decisions, closely intertwined with health behaviors and psychological resilience—these factors collectively shape an individual’s approach to health management. Despite extensive research on digital health literacy in broader populations, the specific dynamics of digital health literacy in relation to health behaviors and psychological resilience among undergraduate nursing students in China remain understudied, highlighting a gap that this research endeavors to address. This study aims to assess the levels of digital health literacy among undergraduate nursing students in China, and to explore its association with health lifestyles and psychological resilience, which are considered influential factors.MethodsEmploying a descriptive cross-sectional research design, eligible Chinese nursing undergraduates were surveyed from June to October 2023. This study recruited a total of 418 undergraduate nursing students. After excluding 11 students on leave, 407 students participated in questionnaire completion and submission. The College Students’ Digital Health Literacy Scale, Healthy Lifestyle Assessment Scale and The Psychological Resilience Scale were used in this study.ResultsThe mean scores for digital health literacy, health lifestyles, and psychological resilience were 74.78 ± 8.44, 127.14 ± 11.22, and 79.21 ± 11.02, respectively. Pearson correlation analysis results indicated that the correlations between digital health literacy and both health lifestyles (r = 0.707, P < 0.01) and psychological resilience (r = 0.638, P < 0.01) were statistically significant and positive. The multiple linear regression analysis revealed that volunteer activity experience, academic performance, physical fitness, psychological traits, health lifestyle, and psychological resilience significantly predicted digital health literacy (F = 58.091, P < 0.001, R² = 0.678, adjusted R² = 0.666). Specifically, excellent academic performance (β = 0.210, P < 0.001) and good physical fitness (β = 0.188, P = 0.002) were the strongest predictors of higher digital health literacy.ConclusionsThere is a correlation between the digital health literacy of nursing undergraduates and their health lifestyles and psychological resilience. Future research should consider interventions in digital health literacy for undergraduate nursing students in China from the perspectives of health lifestyles and psychological resilience.

Pengaruh Literasi Keuangan Syariah terhadap Keputusan Nasabah dalam Memilih Cicilan Kendaraan Islami

This study aims to analyze the influence of Islamic financial literacy on customer decisions in choosing Islamic vehicle installments in Indonesia. Using a quantitative approach, a survey was conducted on several respondents in five major cities in Indonesia. The results showed that the level of Islamic financial literacy has a significant positive influence on customer preferences for choosing Islamic vehicle installments. Logistic regression analysis revealed that every one-point increase in the Islamic financial literacy score increases the odds of choosing Islamic vehicle installments by 4.9%. Demographic factors such as age, education, and income also have a significant influence. These findings highlight the importance of efforts to improve Islamic financial literacy as a strategy to encourage the adoption of Islamic financing products. Practical implications include the need for targeted education programs, improved product communication, and innovation in the development of competitive Islamic financing products.

Technology factors related to the differences in paper and online reading scores in PIRLS 2016

The Progress in International Reading Literacy Study (PIRLS) was conducted in paper and online reading modes in 2016 using the same samples of students in a number of countries. Differences in reading literacy scores were found in several European countries. In some countries, the differences favored the electronic reading mode. Yet in others, the paper reading mode was favored. As the electronic reading mode differs substantially in the cognitive demands compared to the paper mode, it can be expected that the differences between the two modes are related to the variables related to technology: availability and access, general use, use for educational purposes in class or out-of-school, and self-efficacy with technology. This study investigates the Information and Communication Technology (ICT) factors related to the differences in paper and online reading in six European countries participating in both modes in PIRLS 2016. This study uses linear regression models as the application of multilevel modeling is not suitable because of the low between-school variances across countries. The results from this study show limited support for the relative effect that the student individual, school, and classroom ICT variables have on the differences between paper and electronic reading. Access to technology is related to mode differences only in Italy, and the use of computer devices in and out of school is related to the mode differences in Italy and Portugal. Student self-efficacy is related to the mode differences in Portugal and Slovenia. School resources show significant effects in Denmark (computers to students ratio) and Italy (instruction affected by digital resource shortages). None of the classroom variables showed any significant relationship in any of the countries. In addition, socio-economic status (which is proxied by the variable on home resources for learning) is a significant predictor in half of the countries. In addition to these findings, the general technological context within countries is discussed as part of an evaluation of the difference in reading in the two test delivery modes. The general uptake of technology in different social and economic aspects, as measured by the Digital Economy and Society Index (DESI), follows the differences between the two reading modes.

Investigating the Relationship between the Health Literacy of COVID-19 Patients and the Burden of Family Caregivers

Background: The COVID-19 pandemic was associated with the challenge of health literacy of patients and the care burden of family caregivers. Aim: The present study was conducted to determine the relationship between the health literacy of patients discharged with the diagnosis of COVID-19 and the care burden of family caregivers. Methods: This descriptive and analytical study was conducted on 290 people who were COVID-19 patients and 290 people who were their family caregivers in 2022. The study used the convenience sampling method in hospitals located in 22 Bahman Khaf and Allameh Bohlol Gonabadi. The data were collected using the health literacy questionnaire of Montazeri et al. (2005) and the burden of care questionnaire of Zarit et al. (1998). The data were analyzed using SPSS-22 statistical software and Kolmogorov-Smirnov, independent t, Pearson correlation coefficient, and ANOVA tests at a significance level of 0.05. Results: The level of health literacy in most patients was weak. The burden of care for most family caregivers was severe. There was a negative and significant relationship between the health literacy of patients in general and the care burden of family caregivers in general (p&lt;0.001). For an increase of one health literacy score in general, the care burden score decreases by 0.44. Conclusion: As the health literacy of patients increases, the care burden of their family caregivers decreases. Therefore, scientific and practical training plans for patients are recommended to health policymakers to improve health literacy and ultimately reduce the care burden of family caregivers.

The effectiveness of secondary-school based interventions on the future physical activity of adolescents in Aotearoa New Zealand: a modelling study.

Secondary schools are important settings for promoting varied physical activity (PA) opportunities for adolescents to promote PA throughout life. However, research on the effect of secondary school-based interventions on future PA is limited. This study examined the potential impact of secondary school-based interventions on the determinants of future PA participation of Aotearoa New Zealand (NZ) adolescents using simulated modelling. We used data from a nationally representative sample of secondary school students (n = 5035) aged 12-17 between 2017 and 2020 in NZ. We modelled four secondary school-based interventions and their projected impact on five determinants of future PA. Modelled interventions were the technological augmentation of physical education (TAPE), a peer-led PA mentoring programme (PL), physically active learning (PAL) and the inclusion of a natural environment play area (NE). Total weekly PA increased the most from the NE intervention (+ 0.2h/week), followed by TAPE (+ 0.08h/week), PAL (+ 0.05h/week) and PL (-0.06h/week). Current number of PA settings increased the most in NE (+ 1.75 settings/week), followed by TAPE (+ 1.29 settings/week), PAL (+ 1.21 settings/week) and PL (+ 0.73 settings/week). Current number of PA types increased the most in NE (+ 1.57 types/week), followed by PL (+ 1.05 types/week), TAPE (+ 0.34 types/week) and PAL (+ 0.15 types/week). Physical literacy scores increased the most from PL (+ 3.6%), followed by PAL (+ 3.3%), TAPE (+ 0.43%) and NE (+ 0.12%). Social support scores increased the most from PAL (+ 5%), followed by PL (+ 1.9%), TAPE (+ 1.46%) and NE (+ 0.57%). On average, all interventions benefitted determinants of future PA participation to a small degree. Results show differing magnitudes of the intervention effect by determinant, indicating the complexities surrounding the promotion of PA adherence. Future interventions could be improved through detailed consultation alongside, and involving, adolescents and stakeholders within schools. Researchers should also prioritise the collection of longitudinal PA data and explore its connection with sociodemographic differences between adolescents.

Validation of the Spanish version of the Health Literacy Survey (HLS19-Q12) in secondary care specialty consultations

ObjectivesThis study sought to validate the HLS19-Q12 in Spain and in the Spanish language, as well as describe the sociodemographic profile and the general health literacy of the study population. Study designDescriptive cross-sectional. MethodsFactor analysis and Cronbach's alpha were used to validate the Spanish version of the HLS19-Q12. Health literacy scores and associated categories were calculated using the scale factsheet, and the patient population sociodemographic profile was determined using frequency analysis. ResultsThe HLS19-Q12 used in Spain in the Spanish language was found to be both valid and reliable (Cronbach's alpha = 0.87). The sociodemographic profile was primarily male and aged, and the majority of patients were of Spanish origin and had diabetes. General patient health literacy was limited, with 60% of participants having general health literacy categorized as inadequate or problematic, and 40 % sufficient or excellent. ConclusionsThis study validated the HLS19-Q12 in Spain, created a sociodemographic profile of the sample population, and calculated their health literacy scores. This contribution provides another valuable validated tool and associated data to the increasingly important field of health literacy.

Does major make a difference? Mental health literacy and its relation to college major in a diverse sample of undergraduate students

Examining a large number of specific college majors and their association with mental health literacy (MHL) is an important step towards identifying at-risk groups at the college level. Though prior research has investigated MHL across student demographics such as gender, age, ethnicity, and level of education, the present study was the first to compare the MHL of undergraduate students across 19 different college majors. A total of 617 demographically and ethnically diverse undergraduate students (62.1% female; 69.3% non-white; mean age = 22.2 years; mean year in college = 2.8) reported their demographics, college experience, and college major, and completed an MHL measure that assessed knowledge of more than 20 psychological disorders and the application of that knowledge to real life scenarios. After controlling for gender, data were analyzed using ANOVA and post hoc comparisons to determine if differences in mental health literacy level were related to specific college majors. Results revealed that mental health literacy significantly differed across majors, F(18, 598) = 5.09, p < .001. Specifically, students majoring in accounting, nursing, business, biology, and those in a multidisciplinary category had significantly lower mental health literacy scores compared to the highest scoring major, psychology. We present empirical data about variations in mental health literacy across many different majors in higher education. Our findings provide a rationale for interventions for academic majors with lower MHL, as well as a rationale for training of college faculty and staff, for the purpose of improving psychological well-being in at-risk college students.

Food and health literacy in patients awaiting metabolic-bariatric surgery.

Specialized lifestyle programs for patients undergoing metabolic-bariatric surgery (MBS) are provided to facilitate adjustment and adherence to a healthy lifestyle after surgery. However, pre-program food and health literacy in MBS patients are often unknown. In the general population, approximately three-quarters of people exhibit sufficient health literacy. This study aimed to examine food and health literacy of patients awaiting MBS and to identify patient specific factors associated with these literacies. Patients awaiting MBS completed questionnaires on food literacy (Self-Perceived Food Literacy scale) and health literacy (European Health Literacy Survey Questionnaire-16) at the start of a preoperative lifestyle program. Linear and logistic regression analyses were used to identify associations between multiple variables and preoperative food and health literacy. Among 216 patients, the preoperative mean food literacy score was 3.49±0.44, on a five-point scale. Furthermore, 96.3% of patients showed sufficient health literacy, with scores of 13 or more out of 16. Patients with sufficient health literacy had higher food literacy scores (β 0.508; 95% CI: 0.208 - 0.809, p&lt;.001). This study among people living with obesity awaiting MBS suggests that food literacy is comparable, and health literacy is higher than in the general population. These findings emphasize the complexity of the aetiology of obesity, due to factors that extend beyond food and health literacy.

The Status of Food and Nutrition Literacy and its determinants among Elementary School students in Egypt: community nursing-led design

AimTo assess food and nutrition literacy status and its determinants among elementary school students in El-Beheira Governorate, Egypt.BackgroundDeveloping strategies to enhance food and nutrition literacy necessitates a deeper understanding of the food and nutrition literacy situation among elementary school students and associated factors.DesignA cross-sectional descriptive research design was adopted.MethodsA final sample of 400 primary school students (aged 6–12 years) at Itay El Barud public elementary schools in El-Beheira Governorate were administered (1) a socio-demographic characteristics and anthropometric measurements questionnaire developed by the researchers, and (2) the Food and Nutrition Literacy Scale. The derived data were analyzed using descriptive and non-parametric tests.ResultsThe majority (61%) of students had low food and nutrition literacy scores. The results have shown that overall socio-demographic variables were significant in predicting understanding food and nutrition information, nutritional health knowledge, interactive functional and nutritional literacy, critical food and nutritional literacy, and food labeling.ConclusionThe study reveals that elementary school students in Egypt have poor knowledge and skills in food and nutrition literacy, largely due to a lack of nutrition education and family awareness. Factors like residential location, income, and education level also contribute to this disparity.Implications for the professionTo improve nutrition literacy among students, a nursing approach involving community stakeholders and school nurses is recommended. This includes integrating nutrition-related topics into the school curriculum, organizing workshops, and conducting age-appropriate health education sessions. Active engagement between community health and school nurses is crucial for raising awareness about healthy nutritional choices.ImpactThese findings hold an important impact on the education system and those designing curricula, emphasizing the need for significant incorporation of knowledge and skills related to food and nutrition within schools.Reporting methodCompliance with the STROBE checklist for cross-sectional studies was maintained throughout the research.Patient or public contributionNo Patient or Public Contribution.

Changes in suicide literacy and intentions to ask about suicide: “Community Linker” training for those supporting Aboriginal people

ObjectiveGatekeeper training programs are widely used with promising results for suicide prevention. However, studies have found that when delivered to Indigenous communities, outcomes can be variable or ineffective. This study is a feasibility trial of a gatekeeper program based on the standardised ‘Question, Persuade and Refer’ (QPR) approach, which was adapted to the cultural needs of local Aboriginal communities in the Shoalhaven region of New South Wales, Australia. The study aims to identify whether 1) knowledge of suicide and intentions to help increase over the course of completing the gatekeeper program; 2) participants of different educational backgrounds have similar outcomes in suicide literacy and intentions to help; and 3) Aboriginal people and non-Aboriginal people have similar outcomes. MethodsOne hundred individuals participated in the research, of which 50% identified as an Aboriginal person. Pre- and post-training questionnaires assessed whether participants experienced an increase in suicide literacy and intentions to support others at risk of suicide. ResultsAlthough pre-test scores for suicide literacy and intentions to help were high, these increased significantly from pre- to post-test. Those with no prior gatekeeper training showed larger changes in both suicide literacy and intentions to ask about suicide compared to those with prior training. ConclusionOverall, this study highlights that delivery of culturally adapted gatekeeper training is associated with improved suicide literacy and intentions to ask about suicide amongst trainees.

Mediating effect of health literacy on social support and self-care ability in older patients undergoing percutaneous coronary stent implantation.

Health literacy refers to individual skills to access, process, understand, and use health information to stay healthy. Social support is a multi-faceted construct including of perceived, enacted, and structural support dimensions and negative social reactions. This study explored the mediating effect of health literacy on social support and self-care ability in older patients undergoing percutaneous coronary stent implantation (PCI). Between December 2021 and March 2022, a total of 249 older patients who underwent PCI in our hospital were included in this cross-sectional study using the convenience sampling method. The demographic and health history of patients was collected by questionnaire. Exercise of self-care agency scale (ESCA), chronic disease health literacy management scale (HeLMS) and social support rating scale (SSRS) were also analyzed and their correlations were evaluated. This study indicated that the total scores of health literacy, self-care ability and social support after PCI were 85.96±20.03, 82.82±27.65 and 25.3±4.93, respectively. Correlation analysis showed that health literacy, social support and self-care ability were positively correlated. Both social support (P=0.003) and health literacy (P=0.03) could positively predict self-care ability. Health literacy played a partial mediating role between social support and self-care ability, and the mediating effect was 0.015, accounting for 7.32% of the total effect. The health literacy and social support are at the high levels, and the self-care ability of PCI patients is at a medium level. The health literacy of older patients after PCI is the ability of social support and self-care ability. Medical staff can enhance the health literacy of patients by improving their level of social support, and then promote their self-care ability.

캄보디아 아동·청소년의 디지털 리터러시 수준과 관련 요인 분석

Purpose: The purpose of this study is to analyze the digital literacy and factors among children and adolescents in Cambodia. Originality: While the Cambodian government emphasizes the cultivation of digitally literate citizens, opportunities for digital education within the public education system are lacking. This study assesses the digital literacy of Cambodian adolescents and explore related factors to provide insights for implementing digital education within Cambodia's public education. Methodology: This study conducted a survey targeting students in grades 5-10 across 26 elementary and secondary schools within the project areas of the ‘Child fund’. Hierarchical regression analysis was performed using the collected data. Result: The digital literacy score of adolescents averaged 49.2 out of 100, indicating a relatively low level. The digital literacy varied according to gender, grades, interest in digital activities, digital usage at home, and perceptions of the school's digital learning environment. Boys had higher digital literacy levels than girls, higher-grade students scored better than lower-grade students, and students with a greater interest in digital activities also had higher digital literacy levels. Adolescents from homes with higher digital accessibility, such as computers, tablets, and internet access, showed higher digital literacy levels. However, those who primarily used internet-enabled phones had lower digital literacy levels. Conclusion and Implication: The digital literacy levels of adolescents vary based on individual characteristics and experiences. When designing digital education within Cambodia's public education system, it is essential to consider the personal characteristics and experiences of the children and adolescents. Additionally, efforts are needed to improve the digital learning environment in schools and to provide positive digital experiences outside of school, including at home.

Evaluating the Impact of Education Policy Reforms on Financial Literacy: A Meta-Analysis of Financial Education Initiatives in U.S. Schools

This meta-analysis aims to evaluate the impact of U.S. education policy reforms on financial literacy outcomes through the implementation of financial education initiatives in schools. A comprehensive search was conducted across multiple databases, identifying relevant studies published between 2000 and 2023. After removing duplicates and screening based on pre-defined inclusion criteria, 35 studies were included in the final analysis. Data were extracted on key variables such as policy intervention types, student demographics, curriculum content, and assessment methods. The results were synthesized using random-effects meta-analysis, revealing significant improvements in financial literacy scores following policy reforms. However, variations in effectiveness were observed based on socioeconomic status and geographic regions. The findings highlight the critical role of well-structured education policies in enhancing financial literacy among students and offer recommendations for future policy directions to ensure equitable access and outcomes across diverse student populations. There was no financial support for this study.

Current Status and Factors Influencing Mental Health Literacy in Patients With Coronary Heart Disease: A Cross-Sectional Study.

This study aimed to investigate the current status of mental health literacy and related influencing factors in patients with coronary heart disease. Four hundred and thirty-five patients with coronary heart disease were recruited in this survey. Data collection was conducted using the General Information Questionnaire, the Chinese version of the Mental Health Literacy Scale, Coronary Artery Disease Self-Management Scale, Social Support Rating Scale, and Coronary Heart Disease Self-Efficacy Scale. Descriptive methods, independent samples t-test or one-way ANOVA, Pearson's correlation analysis, and multiple linear regression were used for data analysis. The results showed that the mean total mental health literacy score of patients with coronary heart disease was 96.42 ± 8.40; gender, age, education level, monthly per capita family income, first diagnosed with coronary heart disease, cardiac function classification, self-management ability, social support, and self-efficacy were the factors influencing the level of mental health literacy in patients with coronary heart disease (all p < 0.05). The study suggests that mental health literacy can improve patients' self-management ability and self-efficacy, and healthcare professionals should emphasize the strengthening of this aspect of health education in order to better improve patient's prognosis.

Improvıng Scıence Lıteracy Usıng The Learnıng Cycle 7e Learnıng Model

The purpose of this study was to improve scientific literacy by using the learning cycle 7e learning model at SDN 148 Palembang because based on the initial test results showed that 70% of 22 students' scientific literacy levels were in the low category, while based on the results of initial observations showed that learning applied in class only used discussion and assignment learning methods. This study uses a type of Collaborative PTK research with the subjects of this study being 22 students in grade 5 (five). This study collaborated with grade V teachers. This study was carried out in 2 cycles with stages, namely planning, action, observation, and reflection. The results of this study show an increase in the average results of participants' scientific literacy in the three indicators of scientific literacy, namely identifying scientific issues, explaining scientific phenomena, and using scientific evidence. The average results of scientific literacy scores on the three indicators in the pre-cycle reached 39%, in cycle I increased to 74.5%, and in cycle II reaching 88%. In cycle II, the results of students' scientific literacy scores met the research performance indicators, namely reaching &gt;75% so the research was stopped in cycle II. So this study shows an increase in Scientific Literacy using the 7E learning cycle model at SDN 148 Palembang.

Effectiveness of art-based health education on anemia and health literacy among pregnant women in Western Nepal: A randomized controlled trial.

As Nepalese pregnant women vary widely in literacy levels and cultural backgrounds and are reluctant to make decisions about their health, general interventions are insufficient to improve maternal anemia. This study aimed to assess the effectiveness of "face-to-face health education using educational material created using pictures, photos, and nomograms" in reducing anemia and improving health literacy. A total of 156 Nepalese pregnant women with hemoglobin (Hb) levels below 11.0 g/dl were divided into three groups: the education group received three sessions of face-to-face health education using art-based material unaffected by literacy skills; the distribution group received material used in the education group; and the control group underwent general perinatal checkups. Hb levels and health literacy scores were assessed at baseline early pregnancy (8-12 weeks) and late pregnancy (36-40 weeks). A Nepalese version of the 14-item Health Literacy Scale (HLS-14) was developed to assess health literacy. The post-intervention three-group comparison showed a statistically significant difference (P < 0.042) in mean Hb levels after the intervention. Dunnett's test showed a statistically significant difference (P < 0.044) between the education and control groups but no significant difference between the distribution and control groups (P = 0.972). No significant differences in health literacy (total scores and subscales) were observed among the three groups before the intervention in the Kruskal-Wallis test and after the intervention (although there was a trend towards improvement). Total health literacy scores before and after the intervention were statistically significantly different for the total group and all three groups (P<0.001). Only the education group showed statistically significant differences in functional (P<0.012), communication (P<0.004), and critical (P<0.014) literacy subscale scores. Continuous face-to-face health education using literacy material significantly reduced anemia and improved health literacy among Nepalese pregnant women. UMIN Clinical Trials Registry (UMIN-CTR), URL: https://www.umin.ac.jp/ctr/ (Registration number: UMIN000049603).

Multinomial Logit Modeling of Financial Inclusion and Financial Literacy of Women MSMEs in Tangerang

This research will examine the determinants of financial literacy and inclusion using sociodemographic variables of women MSMEs in Tangerang. The sociodemographic variables used are education, age, length of business, turnover, source of financing, type of savings, type of credit, credit ceiling, financial literacy score (OJK) and financial inclusion score (OJK). In Indonesia, there has been a lot of research on socio-demographic factors as determinants of financial literacy with mixed and unsatisfactory results, making it less reliable as a research reference. Some of the errors in previous research were that the respondents were not precise enough, for example only students or MSMEs at random. These two things result in the results of entering sociodemographic data being less reliable and ineffective when tested with categorical equation models from the simplest, namely logit, probit and tobit as well as binary logistic to the most complex models such as multinomial logit. Logit, probit and tobit and binary logistics models generally only use two categories of dependent variables, namely 0 if there is no decision or certain condition and 1 if there is a certain decision or condition. Preliminary research data before the Covid 19 pandemic, namely 150 women MSMEs who had unique characteristics in terms of socio-demographic factors as well as levels of literacy and financial inclusion, can be tried to prove empirically that these three variables will play an important role in each other through the multinomial logit categorical equation model according to Bayar et research procedures. al. (2020). The important result to be achieved is that the researcher wants to prove the business potential of women MSME actors in Tangerang, which so far has not been exposed enough to BI UMKM as one of the common market places for all MSME actors in Indonesia. There is a stigma that the low literacy and financial inclusion (OJK) scores of MSME players are a negative effect of less exposure to the business potential of MSME players in the local area. The results of this research succeeded in describing the socio-demographic profile of female MSMEs in Tangerang with several distinctive characteristics, namely the predominance of those with a productive age of 40 - 55 years, the majority having a tertiary education; have a turnover of more than 10-25 million per month and most of them use access to bank and non-bank financial institutions, usually pawnshops, for storage purposes and credit applications. Furthermore, this research succeeded in proposing a categorical equation model with multinomial logistic regression using STATA 13.0 software referring to the research model from Bayar et.al. (2020) and managed to find that socio-demographic variables of financial institutions are always a determining factor in financial inclusion and literacy. The implication is that individual women MSME actors in Tangerang can make financial decisions more quickly considering that they are so close to access to existing financial institutions.

Health literacy and its determinants among higher education students in the Alentejo region of southern Portugal-A cross-sectional survey.

The capacity of higher education students to comprehend and act on health information is a pivotal factor in attaining favourable health outcomes and well-being. Assessing the health literacy of these students is essential in order to develop targeted interventions and provide informed health support. The aim of this study was to identify the level of health literacy and to analyse its relationship with determinants such as socio-demographic variables, chronic disease, perceived health status, and perceived availability of money for expenses among higher education students in the Alentejo region of southern Portugal. An observational, descriptive and cross-sectional study was conducted between 22 June and 12 September 2023. An online structured questionnaire consisting of the Portuguese version of the European Health Literacy Survey Questionnaire-16 items (HLS-EU-PT-Q16), including socio-demographic data, presence of chronic diseases, perceived health status, and availability of money for expenses. Data were analysed using independent samples t-test, one-way ANOVA, post-hoc Gabriel's test, and multivariate logistic regression analyses at a significance level of 0.05. Regression models were used to investigate the relationship between health literacy and various determinants. The study protocol was approved by the Ethics Committee of the University of Évora, and all participants gave written informed consent. Analysis of the HLS-EU-PT-Q16 showed that 82.3% of the 1228 students sampled had limited health literacy. The mean health literacy score was 19.3 ± 12.8 on a scale of 0 to 50, with subscores of 19.4 ± 13.9 for health care, 19.1 ± 13.1 for disease prevention, and 19.0 ± 13.7 for health promotion. Significant associations were found between health literacy and several determinants. Higher health literacy was associated with the absence of chronic diseases. Regression analysis showed that lower health literacy was associated with not attending health-related courses, not living with a health professional, perceiving limited availability of money for expenses, and having an unsatisfactory health status. This study improves the understanding of health literacy levels among higher education students in Alentejo, Portugal, and identifies key determinants. Higher education students in this region had relatively low levels of health literacy, which may have a negative impact on their health outcomes. These findings highlight the need for interventions to improve health literacy among higher education students and to address the specific needs of high-risk subgroups in the Alentejo.