Adolescents, as active online searchers, have easy access to health information. Much health information they encounter online is of poor quality and even contains potentially harmful health information. The ability to identify the quality of health messages disseminated via online technologies is needed in terms of health attitudes and behaviors. This study aims to understand how different ways of editing health-related messages affect their credibility among adolescents and what impact this may have on the content or format of health information. The sample consisted of 300 secondary school students (Mage = 17.26; SDage = 1.04; 66.3% female). To examine the effects of manipulating editorial elements, we used seven short messages about the health-promoting effects of different fruits and vegetables. Participants were then asked to rate the message’s trustworthiness with a single question. We calculated second-order variable sensitivity as the derivative of the trustworthiness of a fake message from the trustworthiness of a true neutral message. We also controlled for participants’ scientific reasoning, cognitive reflection, and media literacy. Adolescents were able to distinguish overtly fake health messages from true health messages. True messages with and without editorial elements were perceived as equally trustworthy, except for news with clickbait headlines, which were less trustworthy than other true messages. The results were also the same when scientific reasoning, analytical reasoning, and media literacy were considered. Adolescents should be well trained to recognize online health messages with editorial elements characteristic of low-quality content. They should also be trained on how to evaluate these messages.

The 2020 study entitled ‘Wearing high heels as female mating strategy’ by Pavol Prokop and Jana Švancárová claimed that when females imagined an interaction with an attractive male, their preference for high heels steeply increased, compared with an imagined interaction with an unattractive male. The authors concluded that wearing high heels seem to be a form of sexual signaling by females in intersexual interactions. The present paper revisits this study through a psychological standpoint, rather than a biological one. In addition to proposing hypothetical dating scenarios, as in the original study, we also asked participants about how they went about getting ready to go on a date, the significance of dating to them, and their thinking behind choosing particular outfits for a date. We conducted ten focus groups (N = 50), recruiting from a similar sample of participants to those in the original study. For our study we followed principles of Thematic Analysis to identify the key themes in the narratives related to dating and beautification. We also used the photo elicitation methodology to observe what footwear our participants own. Our data interpretation from these two sources suggests that young women tend to see dates as social events not necessarily leading to sex; that they do not regard high heel shoes as a means of beautification; and that they take account of practical considerations when getting dressed up for a date. Moreover, young women tend to use beautification with caution. We conclude that the relationship between the tendency to use beautification and attractiveness of a potential partner is far from straightforward; and relying on binary responses to hypothetical scenarios does not provide convincing evidence.

Studies consistently show the social impact of spreading epistemologically unfounded beliefs (or ‘conspiracy beliefs’), including negative effects on public health. The present study identified correlations among epistemologically unfounded beliefs, authoritarianism, and scientific literacy in a representative sample of 303 Slovak secondary school students, using the Epistemologically Unfounded Beliefs Scale, Right-Wing Authoritarianism Scale, and Scientific Reasoning Scale. Statistical analysis confirmed significant correlations among the three variables. The findings suggest that increasing scientific literacy could simultaneously reduce authoritarianism and epistemologically unfounded beliefs in secondary school students.