| Course | HLTH 6038 Health Behavior Theory |
|---|---|
| Week | Week 10 |
| Paper type | Evidence appraisal |
| Length | About 1,030 words, 6 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | MS in Health Education and Promotion |
| Updated | October 2026 |
Free sample paper for HLTH 6038 Week 10
Three Studies That Name Protection Motivation Theory in Tick Protection: Which Threat and Coping Constructs Each One Measured, Analyzed or Only Mentioned, Asked of Each Study in the Same Order
Student Name
Walden University
HLTH 6038: Health Behavior Theory
Instructor Name
Month Day, Year
Three Studies That Name Protection Motivation Theory in Tick Protection: Which Threat and Coping Constructs Each One Measured, Analyzed or Only Mentioned, Asked of Each Study in the Same Order
The Question
Protection Motivation Theory proposes that people protect themselves through two appraisals. Threat appraisal weighs the perceived severity of a danger and one's vulnerability to it, against any rewards of not acting. Coping appraisal weighs response efficacy, the belief that the protective action works, and self-efficacy, confidence in one's own ability to perform it, against the response costs of acting (Rogers, 1975; Floyd et al., 2000). A meta-analysis of research on the theory found that increases in severity, vulnerability, response efficacy and self-efficacy facilitated adaptive intentions or behaviors, while decreases in maladaptive rewards and response costs did the same, with the coping variables showing stronger effects (Floyd et al., 2000).
This appraisal asks one question of three published studies of tick-borne disease protection that invoke the theory: did they use the model, or only mention it? Each study is asked the same four things, in the same order: which constructs are named in the introduction, which appear in the measures, which appear in the analysis and which appear only in the discussion.
Study 1: Eitze et al. (2025), Vaccination Against Tick-Borne Encephalitis in Germany
Named in the introduction: all of the model's constructs, including severity, susceptibility, response efficacy, self-efficacy, response costs and maladaptive response rewards, each tied to a stated hypothesis.
In the measures: scales compiled from the literature for each construct, adapted to tick-borne encephalitis and translated, with internal consistency reported. The dependent variable, intention to vaccinate, was measured with three items. The survey of 306 adults in Germany also randomly assigned participants to three conditions that received no tailored risk information, generic information or county-level tailored information.
In the analysis: susceptibility, severity and response efficacy were positively related to intention; in exploratory analyses, self-efficacy was a positive predictor of vaccination status. The tailored information did not detectably change intention.
Only in the discussion: nothing of the model is left there unmeasured.
Verdict: the model is used throughout, from hypotheses to measures to analysis.
Study 2: Hansen et al. (2023), Protective Behavior Against Ticks in Denmark, Norway and Sweden
Named in the introduction: the original 1975 version of the theory, perceived seriousness and likelihood, with self-efficacy acknowledged as a later addition.
In the measures: perceived seriousness and perceived likelihood of a tick bite, Lyme borreliosis and tick-borne encephalitis, and the perceived efficacy of six protective measures, in a survey of 2,658 respondents across three countries.
In the analysis: seriousness of a tick bite and of Lyme borreliosis, and the likelihood of a bite and of infection if bitten, significantly predicted protection, though the increases in the likelihood of protecting oneself were very small. The use of each protective measure was correlated with its perceived efficacy.
Only in the discussion: self-efficacy. The authors state plainly that the survey did not include a self-efficacy question and that their analyses therefore relied on the original fear appeal components.
Verdict: threat appraisal is measured and analyzed in full; coping appraisal is measured in part, as response efficacy, and self-efficacy and response costs are missing, a gap the authors disclose.
Study 3: Beaujean et al. (2013), Lyme Disease Perceptions in the Netherlands
Named in the introduction: an integrated model drawing on Protection Motivation Theory and the Health Belief Model, with threat appraisal and coping appraisal, including response efficacy and self-efficacy, described.
In the measures: perceived severity and perceived vulnerability with two items each, feelings of concern, perceived efficacy of four preventive measures, self-efficacy and intention, alongside knowledge and actual behavior, in an online survey completed by 362 members of a representative Dutch panel.
In the analysis: multivariate logistic regression for skin checks and protective clothing. History of tick bites, higher knowledge and moderate to high worry were significant predictors of checking the skin; the analysis treated the model's constructs as candidate predictors among many rather than testing the model's structure of two appraisals.
Only in the discussion: the model's appraisal structure. The paper's conclusions emphasize knowledge, concern and perceived efficacy as determinants rather than threat and coping appraisal as such.
Verdict: the constructs are measured, but the model frames the questionnaire more than it shapes the analysis.
Comparison
Table 1
Where the Model's Constructs Appear in Each Study
| Construct | Eitze et al. (2025) | Hansen et al. (2023) | Beaujean et al. (2013) | |
|---|---|---|---|
| Severity | Measured and analyzed | Measured and analyzed | Measured; candidate predictor | |
| Vulnerability or susceptibility | Measured and analyzed | Measured and analyzed | Measured; candidate predictor | |
| Response efficacy | Measured and analyzed | Measured per measure; correlated with use | Measured; candidate predictor | |
| Self-efficacy | Measured; exploratory analysis | Not measured; acknowledged | Measured; candidate predictor | |
| Response costs | Named in hypotheses and measured | Not measured | Not measured | |
Entries summarize each article's methods and results sections as published.
What the Appraisal Shows
One study uses its model throughout, one measures part of it and says so, and one uses the model to frame a questionnaire whose analysis follows a different logic. None of the three is dishonest; the second is admirably clear about what it left out. But the pattern matters for anyone citing them as evidence for the theory. Only the first tests the model's predictions as the model states them, and it concerns vaccination intention rather than tick checks or protective clothing. The finding that coping variables tend to matter more than threat variables (Floyd et al., 2000) cannot be confirmed for tick protection from studies that measured self-efficacy weakly or not at all.
For a health educator planning a tick program, the appraisal changes how the three papers should be read. The first supports building messages around vulnerability, severity and whether vaccination works, and it warns that county-tailored risk information alone may not move intention. The second supports describing how well each protective measure works, since use tracked perceived efficacy, but says nothing about whether people feel able to do daily skin checks. The third points to knowledge and worry as correlates of checking. A program that wanted to rely on self-efficacy for tick checks would have to measure it first rather than cite these studies as proof.
References
Beaujean, D. J. M. A., Bults, M., van Steenbergen, J. E., & Voeten, H. A. C. M. (2013). Study on public perceptions and protective behaviors regarding Lyme disease among the general public in the Netherlands: Implications for prevention programs. BMC Public Health, 13, Article 225. https://doi.org/10.1186/1471-2458-13-225
Eitze, S., Maslov, V., & Otten, L. (2025). Using protection motivation theory to explain intentions to vaccinate against tick-borne encephalitis. BMC Public Health, 25, Article 4345. https://doi.org/10.1186/s12889-025-25470-6
Floyd, D. L., Prentice-Dunn, S., & Rogers, R. W. (2000). A meta-analysis of research on protection motivation theory. Journal of Applied Social Psychology, 30(2), 407-429. https://doi.org/10.1111/j.1559-1816.2000.tb02323.x
Hansen, M. F., Sørensen, P. K., Sørensen, A. E., & Krogfelt, K. A. (2023). Can protection motivation theory predict protective behavior against ticks? BMC Public Health, 23, Article 1214. https://doi.org/10.1186/s12889-023-16125-5
Rogers, R. W. (1975). A protection motivation theory of fear appeals and attitude change. Journal of Psychology, 91(1), 93-114. https://doi.org/10.1080/00223980.1975.9915803
What the HLTH 6038 Week 10 instructions ask for
In Week 10 the assignment usually asks students to appraise how faithfully published studies used the theory they name. The prompt expects the appraisal organized around a question rather than a summary of each study, applied identically to every study: which constructs appear in the introduction, which are measured, which are analyzed and which appear only in the discussion. Findings should be reported at the strength the authors gave them. Instructors reward attention to disclosed gaps, since a study that admits omitting a construct is more useful than one that names a model and drops it silently. A comparison table is common. The conclusion should say what the pattern means for anyone citing the studies as evidence for the theory. Sources include the theory's foundational paper, a meta-analysis and the appraised studies, read in full rather than from abstracts.
How this HLTH 6038 Week 10 example is built
The appraisal opens by stating the theory's two appraisals and six constructs and summarizing the meta-analysis, then sets out the four-part question. Study 1 is checked: all constructs named with hypotheses, scales compiled and translated with reported reliability, a randomized information experiment and results for susceptibility, severity, response efficacy and exploratory self-efficacy. Study 2 is checked: the original 1975 components in the introduction, seriousness, likelihood and efficacy of six measures in the survey, small but significant effects and an explicit statement that self-efficacy was not asked. Study 3 is checked: an integrated model in the introduction, two-item severity and vulnerability scales, efficacy and self-efficacy items and a regression in which knowledge, worry and tick bite history emerged. A five-row table maps constructs across studies, and a closing section explains what the pattern means for citing the theory.
Reading the HLTH 6038 Week 10 rubric
Theory-use appraisals are usually graded on the appraisal question, consistency of application, accuracy of reporting, attention to disclosed gaps and the conclusion. The question should be stated before the studies and applied identically to each. Accuracy is checked against the articles' methods and results, so construct lists and findings must match what was published. Graders reward appraisals that distinguish disclosed omissions from silent ones. The conclusion should explain the implications for using the studies as evidence, not merely rank them. A comparison table helps. Reading full texts rather than abstracts is often evident in the detail and is rewarded. Mechanics include APA entries for open-access articles with article numbers and two foundational theory papers.
HLTH 6038 Week 10 help: mistakes that cost marks
Appraisals in this week most often turn into study summaries, one after another, with no common question. Another frequent problem is relying on abstracts, which rarely say which constructs were actually measured. Students also penalize a study for an omission it openly disclosed, missing the difference between transparency and neglect. Before submitting, write your appraisal question and apply it to every study in the same order. Read each methods section to see what was measured. Check the results to see what was analyzed. Note what appears only in the discussion. Credit studies that disclose gaps. End with what the pattern means for citing these studies. A custom appraisal can examine how faithfully studies used another theory, such as the Health Belief Model in vaccination research.
Get a HLTH 6038 Week 10 example written to your instructions
Appraisals depend entirely on which articles your section assigns or lets you choose, so send the prompt, the rubric and the article list or your selected papers. The Week 10 HLTH 6038 sample applies one criterion to every study and reports each result as its authors did, back in 24 to 48 hours. First sample at no cost.
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HLTH 6038 Week 10 questions, answered
Where can I find a free HLTH 6038 Week 10 sample paper?
This page offers a full Week 10 appraisal of three tick-protection studies that name Protection Motivation Theory, with a construct table and five references.
What question does the HLTH 6038 Week 10 example ask of each study?
Which of the theory's constructs are named in the introduction, measured, analyzed and mentioned only in the discussion, asked in the same order for all three studies.
Which study uses Protection Motivation Theory throughout?
The 2025 German study of tick-borne encephalitis vaccination intention, which hypothesized, measured and analyzed the model's constructs, including response costs.
What did the Scandinavian study leave out?
Self-efficacy, which its authors state the survey did not include, so their analysis relied on the theory's original 1975 components and perceived efficacy of protective measures.
What does the meta-analysis say about the theory?
Floyd and colleagues found that severity, vulnerability, response efficacy and self-efficacy supported protective intentions or behaviors, with coping variables showing larger effects.