Adolescents form general perceptions of what peers may or may not be doing and often overestimate peers' negative health behaviors. The methodology of correcting misperceptions to promote positive attitudes is known as the:

Adolescents form general perceptions of what peers may or may not be doing and often overestimate peers' negative health behaviors. The methodology of correcting misperceptions to promote positive attitudes is known as the:

• A. Self-efficacy model.
• B. Predictive model of health literacy.
• C. Understanding by design approach.
• D. Social norms approach.

Answer: (D)

The social norms approach is being tested here. This idea targets how adolescents misperceive what most peers do, especially regarding health-risk behaviors, and uses corrective information about actual peer norms to realign those perceptions. When individuals realize that the norm is less risky than they thought, they’re often less likely to engage in those behaviors themselves. So the strategy focuses on changing beliefs about what’s normal among peers rather than boosting personal confidence or teaching content in isolation. The other options don’t fit because they address different mechanisms: one centers on a person’s belief in their ability to perform a behavior, not on correcting misperceptions about peers; another is a term more about predicting health literacy rather than changing norms; another is an instructional-design framework, not related to peer norms; and none specifically target correcting misperceptions of peer behavior.

The social norms approach is being tested here. This idea targets how adolescents misperceive what most peers do, especially regarding health-risk behaviors, and uses corrective information about actual peer norms to realign those perceptions. When individuals realize that the norm is less risky than they thought, they’re often less likely to engage in those behaviors themselves. So the strategy focuses on changing beliefs about what’s normal among peers rather than boosting personal confidence or teaching content in isolation.

The other options don’t fit because they address different mechanisms: one centers on a person’s belief in their ability to perform a behavior, not on correcting misperceptions about peers; another is a term more about predicting health literacy rather than changing norms; another is an instructional-design framework, not related to peer norms; and none specifically target correcting misperceptions of peer behavior.