From Health Information to Health Decisions Integrating Mindfulness Into Digital Learning and Daily Life

eHealth Literacy Scale (eHEALS)

This scale is designed to assess an individual's perceived comprehensive ability to use information technology to solve health-related problems, which includes skills such as searching for, evaluating, and applying online health information. Based on the e-Health Literacy Model, the scale covers six core competencies: traditional literacy, health literacy, information literacy, scientific literacy, media literacy, and computer literacy. The scale consists of 8 core items, from question 3 to question 10, each rated on a 5-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. The total score is calculated only for the core items, with a possible range of 8 to 40 points. The scale demonstrates high internal consistency reliability, with a Cronbach's α of 0.88. The unidimensional structure is stable, with principal component analysis explaining 56% of the variance and factor loadings ranging from 0.60 to 0.84.

Media Health Literacy Scale (MeHLit)

This scale is designed to assess adults' abilities to interpret health-related information in the media. Its design is based on an integrated framework combining health literacy and media literacy. The final version of the scale consists of 21 items, divided into five dimensions: Goal Appraisal Skills, Content Appraisal Skills, Implied Meaning Appraisal Skills, Visual Comprehension Skills, and Audience Appraisal Skills. Scoring is conducted using a 5-point Likert scale: Never (0 points) to Always (4 points). The total score is the sum of all item scores, ranging from 0 to 84 points. The scale demonstrates excellent content validity, with a Content Validity Index (CVI) of 0.93 and a Content Validity Ratio (CVR) of 0.87. Exploratory Factor Analysis extracted a 5-factor structure that explains 60.25% of the total variance. Confirmatory Factor Analysis indicated a good model fit (RMSEA = 0.051, CFI = 0.93). The overall scale's Cronbach's α is 0.91.

Food Literacy Evaluation Questionnaire (Chinese version, FLEQ-Ch)

This scale is designed to assess the food literacy of Chinese residents. The questionnaire was adapted from the original FLEQ (Food Literacy Evaluation Questionnaire) and consists of 15 items divided into three main dimensions: Planning and Management, Selection, and Preparation. The "Planning and Management" dimension includes 7 items evaluating participants' ability to plan meals in advance, create shopping lists, include all food groups in meals, consider healthy choices, manage funds for purchasing healthy foods, and learn ways to access healthy foods. Scoring ranges from 0 (Never) to 3 (Always). The total score ranges from 0 to 45, with higher scores indicating higher levels of food literacy. The FLEQ-Ch demonstrates good psychometric properties, with internal consistency ranging from 0.869 to 0.955 and test-retest reliability coefficients ranging from 0.941 to 0.952.

Assessment Tools for Critical Thinking and Decision-Making Abilities

The tasks used in this study to assess critical thinking and decision-making abilities were executed using E-Prime 3.0 software (Psychology Software Tools, Inc.) for stimulus presentation and response data collection. E-Prime is widely used in psychological and behavioral research, with its key advantage being the ability to control the presentation timing and duration of visual and auditory stimuli with millisecond precision, while simultaneously recording participants' response times and accuracy rates. It shows potential for application in measuring critical thinking and decision-making abilities in the health domain. These two abilities are crucial for effective personal health management. Although E-Prime is not specifically designed to measure critical thinking and decision-making skills, its functionality is more oriented toward executing experimental tasks. It can indirectly assess cognitive processes related to these abilities.

New Media Literacy Scale (NMLS)

This scale aims to comprehensively assess college students' new media literacy in the digital era. It is specifically divided into four dimensions: Functional Consumption, Critical Consumption, Functional Prosumption, and Critical Prosumption. The scale consists of 35 items and employs a 5-point Likert scale scoring system, ranging from 1 = strongly disagree to 5 = strongly agree. During scoring, the four dimensions are independently summed as follows: Functional Consumption (FC, 7-35 points), Critical Consumption (CC, 16-55 points), Functional Prosumption (FP, 7-35 points), and Critical Prosumption (CP, 10-50 points). Alternatively, all items can be summed to obtain an overall score (35-175 points). The Cronbach's α for each dimension ranges from 0.85 to 0.93, while the overall scale α = 0.95. All item-total correlations are \>0.30, and the inter-dimensional correlations are moderate (r = 0.44-0.63).

Self-compassion short form (SCS-SF)

The scale retains the original six-dimensional structure: Self-Kindness, Self-Judgment, Common Humanity, Isolation, Mindfulness, and Over-Identification. It also supports a higher-order single-factor model for "overall self-compassion." The total score of the scale demonstrates high internal consistency reliability, with Cronbach's α ≥ 0.86, and shows an extremely high correlation with the total score of the full version (r ≥ 0.97). For scoring, items in the Self-Judgment (SJ), Isolation (I), and Over-Identification (OI) dimensions must be reverse-scored (e.g., an original score of 5 is converted to 1). The scores of the six subscales are then summed (each subscale consists of 2 items, e.g., the SK subscale = Item 2 + Item 6). The total score ranges from 12 to 60 points, with higher scores indicating greater levels of self-compassion.

Decision Self-Efficacy Scale

This scale was developed by A.M. O'Connor in 1995 to measure an individual's confidence in their own decision-making abilities and their self-efficacy in making informed choices. The scale consists of 11 uniform items covering four core competencies: obtaining information; understanding and application; communication and expression; and autonomous decision-making. This study uses a 5-point version of the scale. The scoring method involves three steps: (1) sum the scores of the 11 items, (2) divide the total by 11, and (3) multiply by 25 to obtain a standardized score ranging from 0 to 100. (where 0 represents "very low self-efficacy" and 100 represents "very high self-efficacy") Psychometric properties indicate that the 5-point Likert version achieved a Cronbach's α of 0.92.

Decisional Conflict Scale

The scale is a standardized instrument developed by A.M. O'Connor to measure an individual's level of decisional conflict when facing choices. Its definition encompasses three main domains: (1) uncertainty in choosing options; (2) modifiable factors that exacerbate uncertainty; and (3) decision effectiveness. The study used the traditional statement format version, which consists of 16 items. It employs a 5-point Likert scoring system, with response options ranging from "0 = strongly disagree" to "4 = strongly agree." Scoring is performed by assigning values to the response options, calculating the average score for subscales or the total score, and then multiplying by 25. The subscales are: Informed; Values Clarity; Support; Uncertainty; and Effective Decision. The scale demonstrated excellent psychometric properties, with a Cronbach's α \> 0.78, high test-retest reliability, and the ability to discriminate between deciders and delayers (effect size 0.4-0.8).