The system and transition of health behavior theories and models in health education and promotion

Abstract

Objective: Theory-based intervention programs are becoming increasingly important in health education and health promotion. However, little is known about the deliberate array of the numerous health behavior theories and models in Japan. We conducted this study to arrange the theories and models systematically and chronologically.

Methods: We extracted health behavior theories and models from six reputable literatures, chosen based on discussion among authors. These theories and models were then classified into three frameworks in line with the approach by Glanz et.al: individual, interpersonal, and collective/multi-level. We then outlined the historical transition of these classifications using in a figure.

Results: We classified health behavior theories and models in the individual framework into two systems: continuum model and stage model. The continuum model was based on the expectancy-value theory. The stage model included a temporal axis and modeled behavioral processes. In the interpersonal framework, we classified them into four systems: social cognitive theories, stress and salutogenesis, social relationships, and communication in health and medicine. In the collective or multi-level framework, we classified them into three systems: community engagement, problem-solving approach, and strategic planning approach.

Conclusions: By classifying three levels of major behavior theories and models into sub-levels and by organizing the evolution of theory development systematically, we can better understand the unique characteristics of these theories.