Ashrafi-Rizi H, Kazempour Z. Information diet in Covid-19 crisis; a commentary. Arch Acad Emerg Med. 2020;8(1):e30.
Google Scholar
Ashrafi-Rizi H, Kazempour Z. Information typology in coronavirus (COVID-19) crisis; a commentary. Arch Acad Emerg Med. 2020;8(1):e19.
Google Scholar
Zarocostas J. How to fight an infodemic. Lancet. 2020;395(10225):676. https://doi.org/10.1016/s0140-6736(20)30461-x.
Google Scholar
World Health Organization. Managing epidemics: key facts about major deadly diseases. Geneva: World Health Organization; 2018.
Tangcharoensathien V, Calleja N, Nguyen T, Purnat T, D’Agostino M, Garcia-Saiso S, Landry M, Rashidian A, Hamilton C, AbdAllah A, Ghiga I, Hill A, Hougendobler D, van Andel J, Nunn M, Brooks I, Sacco PL, De Domenico M, Mai P, Gruzd A, Alaphilippe A, Briand S. Framework for managing the COVID-19 infodemic: methods and results of an online, crowdsourced WHO technical consultation. J Med Internet Res. 2020;22(6):e19659. https://doi.org/10.2196/19659.
Google Scholar
Paakkari L, Okan O. COVID-19: health literacy is an underestimated problem. Lancet Public Health. 2020;5(5):e249–50. https://doi.org/10.1016/s2468-2667(20)30086-4.
Google Scholar
Okan O, Messer M, Levin-Zamir D, Dadaczynski K, Paakkari L, Schaeffer D, Sorensen K. Health literacy action framework for health emergencies and infodemics. Inform Serv Use. 2023;43:115–30. https://doi.org/10.3233/ISU-230193.
Google Scholar
Sørensen K, Van Den Broucke S, Fullam J, Doyle G, Pelikan J, Slonska Z, Brand H. Health literacy and public health: a systematic review and integration of definitions and models. BMC Public Health. 2012;12(1):80. https://doi.org/10.1186/1471-2458-12-80.
Google Scholar
Okan O, Bollweg TM, Berens E-M, Hurrelmann K, Bauer U, Schaeffer D. Coronavirus-related health literacy: a cross-sectional study in adults during the COVID-19 infodemic in Germany. Int J Environ Res Public Health. 2020;17(15): 5503. https://doi.org/10.3390/ijerph17155503.
Google Scholar
Berkman ND, Sheridan SL, Donahue KE, Halpern DJ, Viera A, Crotty K, Holland A, Brasure M, Lohr KN, Harden E, Tant E, Wallace I, Viswanathan M. Health literacy interventions and outcomes: an updated systematic review. Evid Rep Technol Assess (Full Rep). 2011; (199): 1–941.
Sørensen K, Pelikan JM, Röthlin F, Ganahl K, Slonska Z, Doyle G, Fullam J, Kondilis B, Agrafiotis D, Uiters E, Falcon M, Mensing M, Tchamov K, van den Broucke S, Brand H. Health literacy in Europe: comparative results of the European health literacy survey (HLS-EU). Eur J Public Health. 2015;25(6):1053–8. https://doi.org/10.1093/eurpub/ckv043.
Google Scholar
Guo S, Armstrong R, Waters E, Sathish T, Alif SM, Browne GR, Yu X. Quality of health literacy instruments used in children and adolescents: a systematic review. BMJ Open. 2018;8(6):e020080. https://doi.org/10.1136/bmjopen-2017-020080.
Google Scholar
Sørensen K, Van Den Broucke S, Pelikan JM, Fullam J, Doyle G, Slonska Z, Kondilis B, Stoffels V, Osborne RH, Brand H. Measuring health literacy in populations: illuminating the design and development process of the European health literacy survey questionnaire (HLS-EU-Q). BMC Public Health. 2013;13(1): 948. https://doi.org/10.1186/1471-2458-13-948.
Google Scholar
Boone WJ, Staver JR, Yale MS. Rasch analysis in the human sciences. Dordrecht: Springer; 2014.
Linacre JM. A User’s Guide to W I N S T E P S® M I N I S T E P Rasch-Model Computer Programs: Winsteps.com. 2023.
Tri Sakti AM, Mohd Ajis SZ, Azlan AA, Kim HJ, Wong E, Mohamad E. Impact of COVID-19 on school populations and associated factors: A systematic review. Int J Environ Res Public Health. 2022;19(7):4024. https://doi.org/10.3390/ijerph19074024.
Google Scholar
Gray NJ, Jourdan D. Co-operation and consistency: a global survey of professionals involved in reopening schools during the COVID-19 pandemic. Health Educ. 2022;122(1):103–20. https://doi.org/10.1108/HE-07-2020-0054.
Google Scholar
Viner RM, Bonell C, Drake L, Jourdan D, Davies N, Baltag V, Jerrim J, Proimos J, Darzi A. Reopening schools during the COVID-19 pandemic: governments must balance the uncertainty and risks of reopening schools against the clear harms associated with prolonged closure. Arch Dis Child. 2021;106(2):111–3. https://doi.org/10.1136/archdischild-2020-319963.
Google Scholar
Betthäuser BA, Bach-Mortensen AM, Engzell P. A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic. Nat Hum Behav. 2023;7(3):375–85. https://doi.org/10.1038/s41562-022-01506-4.
Google Scholar
Rossi L, Behme N, Breuer C. Physical activity of children and adolescents during the COVID-19 pandemic—a scoping review. Int J Environ Res Public Health. 2021;18(21): 11440.
Google Scholar
Samji H, Wu J, Ladak A, Vossen C, Stewart E, Dove N, Long D, Snell G, Review. Mental health impacts of the COVID-19 pandemic on children and youth– a systematic review. Child Adolesc Mental Health. 2022;27(2):173–89. https://doi.org/10.1111/camh.12501.
Google Scholar
Ozamiz-Etxebarria N, Idoiaga Mondragon N, Bueno-Notivol J, Pérez-Moreno M, Santabárbara J. Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: a rapid systematic review with meta-analysis. Brain Sci. 2021;11(9): 1172.
Google Scholar
Baker CN, Peele H, Daniels M, Saybe M, Whalen K, Overstreet S, The New Orleans T-ISLC. The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching. School Psychol Rev. 2021;50(4):491–504. https://doi.org/10.1080/2372966X.2020.1855473.
Google Scholar
Dadaczynski K, Okan O, Messer M. COVID-19 Health Literacy School Principals Survey (COVID-HL: School Principal): Questionnaire and Scale Documentation. Public Health Centre Fulda (PHZF) Fulda Univ Appl Sci Interdisciplinary Centre Health Lit Res (IZGK) Bielefeld Univ. 2021. https://pub.uni-bielefeld.de/record/2952552.
Google Scholar
Dadaczynski K, Paulus P, Horstmann D. The predictive value of individual and work-related resources for the health and work satisfaction of German school principals. Health Educ J. 2020;79(2):225–36. https://doi.org/10.1177/0017896919867118.
Google Scholar
Phillips SJ, Sen D, McNamee R. Risk factors for work-related stress and health in head teachers. Occup Med. 2008;58(8):584–6. https://doi.org/10.1093/occmed/kqn112.
Google Scholar
Liebowitz DD, Porter L. The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature. Rev Educ Res. 2019;89(5):785–827. https://doi.org/10.3102/0034654319866133
Google Scholar
Dadaczynski K, Paulus P. Healthy Principals – Healthy Schools? A Neglected Perspective to School Health Promotion. In: Simovska V, Mannix McNamara P, editors. Schools for Health and Sustainability: Theory, Research and Practice. Dordrecht: Springer Netherlands; 2015. pp. 253–73.
Laditka JN, Laditka SB. Adverse childhood circumstances and functional status throughout adult life. J Aging Health. 2018;30(9):1347–68. https://doi.org/10.1177/0898264317715976.
Google Scholar
Huang CX, Halfon N, Sastry N, Chung PJ, Schickedanz A. Positive Childhood Experiences and Adult Health Outcomes. Pediatrics. 2023;152(1). https://doi.org/10.1542/peds.2022-060951.
Langford R, Bonell C, Jones H, Pouliou T, Murphy S, Waters E, Komro K, Gibbs L, Magnus D, Campbell R. The world health organization’s health promoting schools framework: a cochrane systematic review and meta-analysis. BMC Public Health. 2015;15:130. https://doi.org/10.1186/s12889-015-1360-y.
Google Scholar
Weare K, Nind M. Mental health promotion and problem prevention in schools: what does the evidence say? Health Promot Int. 2011;26(Suppl 1):i29–69. https://doi.org/10.1093/heapro/dar075.
Google Scholar
Denford S, Abraham C, Campbell R, Busse H. A comprehensive review of reviews of school-based interventions to improve sexual-health. Health Psychol Rev. 2017;11(1):33–52. https://doi.org/10.1080/17437199.2016.1240625.
Google Scholar
Moore GF, Littlecott HJ, Turley R, Waters E, Murphy S. Socioeconomic gradients in the effects of universal school-based health behaviour interventions: a systematic review of intervention studies. BMC Public Health. 2015;15(1):907. https://doi.org/10.1186/s12889-015-2244-x.
Google Scholar
Herlitz L, MacIntyre H, Osborn T, Bonell C. The sustainability of public health interventions in schools: a systematic review. Implement Sci. 2020;15(1): 4. https://doi.org/10.1186/s13012-019-0961-8.
Google Scholar
Shoesmith A, Hall A, Wolfenden L, Shelton RC, Powell BJ, Brown H, McCrabb S, Sutherland R, Yoong S, Lane C, Booth D, Nathan N. Barriers and facilitators influencing the sustainment of health behaviour interventions in schools and childcare services: a systematic review. Implement Sci. 2021;16(1): 62. https://doi.org/10.1186/s13012-021-01134-y.
Google Scholar
Bartelink N, Bessems K. Health promoting schools in Europe – state of the art. Maastricht, Netherlands: Schools for Health in Europe; 2019.
World Health Organization and the United Nations Educational Scientific and Cultural Organization. Making every school a health-promoting school: global standards and indicators for health-promoting schools and systems. Geneva: WHO and UNESCO; 2021.
International Union for Health Promotion and Education. Achieving health promoting schools: guidelines for promoting health in schools. Saint-Denis: IUHPE; 2009.
Langford R, Bonell CP, Jones HE, Pouliou T, Murphy SM, Waters E, Komro KA, Gibbs LF, Magnus D, Campbell R. The WHO health promoting school framework for improving the health and well-being of students and their academic achievement. Cochrane Database Syst Rev. 2014;2014(4): Cd008958. https://doi.org/10.1002/14651858.CD008958.pub2.
Google Scholar
Dadaczynski K, Okan O, Messer M. Belastungen und Beanspruchungen von Schulleitungen während der Corona-Pandemie: Ergebnisse einer Online-Befragung in vier Bundesländern. Fulda, Bielefeld, Trier: Public Health Zentrum Fulda (PHZF) an der Hochschule Fulda, Interdisziplinäres Zentrum für Gesundheitskompetenzforschung (IZGK) an der Universität Bielefeld & Pflegewissenschaft II an der Universität Trier; 2021. Available from: https://doi.org/10.4119/unibi/2957528
Tulowitzki P, Pietsch M, Sposato G, Cramer C, Groß Ophoff J. Schulleitungsmonitor deutschland. Zentrale ergebnisse Aus der befragung 2022. Wübben Stiftung Bildung; 2023.
Dadaczynski K, Rathmann K, Hering T, Okan O. The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools. Int J Environ Res Public Health. 2020;17(6): 1855. https://doi.org/10.3390/ijerph17061855
Google Scholar
Dadaczynski K, Hering T. Health promoting schools in Germany. Mapping the implementation of holistic strategies to tackle NCDs and promote health. Int J Environ Res Public Health. 2021;18(5): 2623. https://doi.org/10.3390/ijerph18052623.
Google Scholar
Dadaczynski K, Okan O, Messer M. Schulische Gesundheitsförderung in pandemischen Zeiten. Ergebnisse der COVID-HL-Schulleitungsstudie. Bundesgesundheitsblatt – Gesundheitsforschung – Gesundheitsschutz. 2022;65(7):758–67. https://doi.org/10.1007/s00103-022-03535-w
Google Scholar
Global Health Literacy Research Network. COVID-HL School Principal Survey. Leading schools in times of crises. 2024. [Accessed on 15.07.2024]; Available from: https://www.globhl.org/studien/school.
Meyer M, Dadaczynski K, Messer M, Okan O. Psychometric properties of a COVID-19 health literacy scale in a sample of German school principals applying Rasch analysis. BMC Public Health. 2024;24(1):3118. https://doi.org/10.1186/s12889-024-20648-w.
Google Scholar
Dadaczynski K, Bucksch J. Paulus P. Schulische Gesundheitsförderung aus Sicht von Schulleitungen: Umsetzungsstand und Einflussfaktoren. in Schule und Gesundheit; 2016. p. 246–66.
Masters GN. A Rasch model for partial credit scoring. Psychometrika. 1982;47(2):149–74. https://doi.org/10.1007/BF02296272.
Google Scholar
Cohen J. Statistical Power Analysis for the Behavioral Sciences (2nd ed.). 1988. https://doi.org/10.4324/9780203771587.
Urban D, Mayerl J. Einführung. In: Urban D, Mayerl J, editors. Angewandte regressionsanalyse: theorie, technik und praxis. Wiesbaden: Springer Fachmedien Wiesbaden; 2018. pp. 1–18.
Andrich D. A rating formulation for ordered response categories. Psychometrika. 1978;43(4):561–73. https://doi.org/10.1007/BF02293814.
Google Scholar
Urban D, Mayerl J. Entdeckung und Beseitigung von Modellverstößen. In: Urban D, Mayerl J, editors. Angewandte Regressionsanalyse: Theorie, Technik und Praxis. Wiesbaden: Springer Fachmedien Wiesbaden; 2018. p. 169–299.
Field A. Discovering Statistics Using IBM SPSS Statistics. 5th edition ed. Los Angeles; London; New Delhi; Singapore; Washington DC; Melbourne: SAGE. 2018.
Leksy K. Coronavirus-Related Health Literacy of Polish School Principals: A Cross-Sectional Study. New Educ Rev. 2023/73:36–49. https://doi.org/10.15804/tner.2023.73.3.03
Google Scholar
Öztürk FÖ, Sönmez S, Soylar P, Okan O, Dadaczynski K. Coronavirus-related health literacy levels among school administrators and influencing factors. Health Promot Int. 2023;38(4).https://doi.org/10.1093/heapro/daad081.
Kristensen RM, Dadaczynski K, Okan O, Simovska V. Relationships between COVID-related health literacy, mental health and workload of school leaders. Health Educ J. 2023;83(1):14–28. https://doi.org/10.1177/00178969231211853.
Google Scholar
Lau SSS, Shum ENY, Man JOT, Cheung ETH, Amoah PA, Leung AYM, Dadaczynski K, Okan O. COVID-19-Related Health Literacy of School Leaders in Hong Kong: A Cross-Sectional Study. Int J Environ Res Public Health. 2022;19(19):12790. https://doi.org/10.3390/ijerph191912790
Google Scholar
Dadaczynski K, Kotarski C, Rathmann K, Okan O. Health literacy and mental health of school principals. Results from a German cross-sectional survey. Health Educ. 2022;122(3):350–63. https://doi.org/10.1108/HE-10-2020-0094.
Google Scholar
Schaeffer D, Berens EM, Vogt D. Health literacy in the German population. Dtsch Arztebl Int. 2017;114(4):53–60. https://doi.org/10.3238/arztebl.2017.0053.
Google Scholar
Stormacq C, Van den Broucke S, Wosinski J. Does health literacy mediate the relationship between socioeconomic status and health disparities? Integrative review. Health Promot Int. 2019;34(5):e1–17. https://doi.org/10.1093/heapro/day062.
Google Scholar
Chew LD, Bradley KA, Boyko EJ. Brief questions to identify patients with inadequate health literacy. Fam Med. 2004;36(8):588–94.
Google Scholar
Haun JN, Valerio MA, McCormack LA, Sørensen K, Paasche-Orlow MK. Health Literacy Measurement: An Inventory and Descriptive Summary of 51 Instruments. J Health Commun. 2014;19(sup2):302–33. https://doi.org/10.1080/10810730.2014.936571
Google Scholar
Pleasant A, Rudd R, O’Leary C, Paasche-Orlow M, Allen M, Alvarado-Little W, Myers L, Parson K, Rosen S. Considerations for a New Definition of Health Literacy. Nat Acad Med Discuss Paper. 2016; 6. https://doi.org/10.31478/201604a.
Betschart S, Sandmeier A, Skedsmo G, Hascher T, Okan O, Dadaczynski K. The Importance of School Leaders’ Attitudes and Health Literacy to the Implementation of a Health -Promoting Schools Approach. Int J Environ Res Public Health. 2022;19(22): 14829. https://doi.org/10.3390/ijerph192214829
Google Scholar
Leksy K, Gawron G, Rosário R. Associations between Polish school principals’ health literacy and implementation of the Health Promoting S chool approach during the COVID-19 pandemic. PLoS One. 2024;19(4):e0301055. https://doi.org/10.1371/journal.pone.0301055
Google Scholar
Duong TV, Nguyen MH, Lai C-F, Chen S-C, Dadaczynski K, Okan O, Lin C-Y. COVID-19-related fear, stress and depression in school principals: impacts of symptoms like COVID-19, information confusion, health-related activity limitations, working hours, sense of coherence and health literacy. Ann Med. 2022;54(1):2064–77. https://doi.org/10.1080/07853890.2022.2101688.
Google Scholar
Dadaczynski K, Carlsson M, Gu Q. Guest editorial: leadership in school health promotion. The multiple perspectives of a neglected research area. Health Educ. 2022;122(3):261–6. https://doi.org/10.1108/HE-04-2022-138.
Google Scholar
link