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Highlights • Media attitude towards underpinning policy with evidence influences policy decision makers. • Individual skills, attitudes, values of policy makers impact the extent evidence use. • A solid research infrastructure is facilitating but not sufficient for evidence use. • Factors that impact evidence use in policy making differ by country and policy context. • Interventions connecting policy makers and researchers in the policy context seem most promising., The knowledge-practice gap in public health is widely known. The importance of using different types of evidence for the development of effective health promotion has also been emphasized. Nevertheless, in practice, intervention decisions are often based on perceived short-term opportunities, lacking the most effective approaches, thus limiting the impact of health promotion strategies. This article focuses on facilitators and barriers in the use of evidence in developing health enhancing physical activity policies. Data was collected in 2012 by interviewing 86 key stakeholders from six EU countries (FI, DK, UK, NL, IT, RO) using a common topic guide. Content analysis and concept mapping was used to construct a map of facilitators and barriers. Barriers and facilitators experienced by most stakeholders and policy context in each country are analysed. A lack of locally useful and concrete evidence, evidence on costs, and a lack of joint understanding were specific hindrances. Also users’ characteristics and the role media play were identified as factors of influence. Attention for individual and social factors within the policy context might provide the key to enhance more sustainable evidence use. Developing and evaluating tailored approaches impacting on networking, personal relationships, collaboration and evidence coproduction is recommended.

Background It is crucial for clinicians and researchers to understand the factors associated with the disclosure of suicidal ideation. Describing the characteristics of those who do not disclose their suicidal ideation or who disclose their ideation only to close others, to health professionals or to both may help researchers and clinicians in their preventive efforts to treat persons at risk for suicidal behavior. Methods The sample was drawn from a large cross-sectional survey (n=22,138) on mental health in France. The analyses were based on the 4,156 persons (17.1%) who endorsed lifetime suicidal ideation with or without a history of suicide attempt and who indicated whether and to whom they disclosed their ideation. Socio-demographics, current mental disorders, and social connectedness were assessed. Results Half of those with suicidal ideation had not shared their ideation with anyone, 6.3% did so with health professionals only, 20% with friends or family only, and 20% with both healthcare professionals and close others. Male gender, older age, lower education level and poor social connectedness were associated with greater odds of non-disclosure. Adjusting for socio-demographics and social connectedness, suicidal behavior and mental disorders were overall associated an increased likelihood of sharing suicidal ideation with health professionals. Limitations Cross-sectional survey assessing lifetime suicidal ideation and disclosure. Conclusions The findings provide important insight into the individual and social factors to take into account in suicidal ideation disclosure.

The main objectives of this study were to determine the most frequent and the most significant individual and social factors related to students’ academic achievement and motivation for learning. The study was conducted among 740 students from the Faculty of Education and the Faculty of Philosophy in Vojvodina. The participants completed questionnaires measuring students’ dominant individual and social motivational factors, the level of their motivation for learning, the level of their academic achievement and students’ socio-demographic characteristics. The results of this study showed that the students reported that both individual and social factors are related to their academic achievement and motivation for learning. Individual factors – the perceived interest in content and perceived content usefulness for personal development proved to be the most significant predictors of a high level of motivation for learning and academic success, but social motivational factors showed themselves to be the most frequent among students. The results are especially important for university teachers as guidelines for improving students’ motivation., Cilj ovog istraživanja bio je utvrditi najčešće i najznačajnije individualne i društvene faktore vezane uz školski uspjeh učenika i motivaciju za učenjm. Istraživanje je provedeno na 740 studenata Učiteljskog fakulteta i Filozofskog fakulteta u Vojvodini. Sudionici su ispunili upitnik koji mjeri njihove dominantne pojedinačne i društvene motivacijske faktore, razinu njihove motivacije za učenje, razinu školskog postignuća te njihova sociodemografska obilježja. Rezultati istraživanja pokazali su povezanost individualnih i društvenih faktora sa školskim uspjehom i motivacijom za učenje. Individualni faktori – zanimanje za sadržaj i korisnost sadržaja za osobni razvoj pokazali su se najznačajnijim prediktorima visoke razine motivacije za učenje i školskog uspjeha, dok su društveni motivacijski faktori bili najčešći među studentima. Rezultati su osobito važni za predavače kao smjernice za poticanje motivacije studenata.

This thesis investigates the role of several individual and social factors (i.e., personal self-esteem, social norms and social influence) that directly affect how people deal with uncertainty, in reaction to blatant versus subtle discrimination. While responses to blatant discrimination were not affected by any of these factors, these factors determined to a significant degree responses to subtle discrimination. The main idea throughout the thesis is that blatant discrimination involves a clear rejection situation. Because of this clarity, the factors that are addressed in this dissertation are not expected to determine responses to this type of unfair group-based treatment. However, when situational cues fail to indicate the cause of the negative outcome such as in case of subtle discrimination, targets are more dependent on their level of self-esteem, the tolerance of social norms, and the opinion of others regarding the discriminatory treatment. This thesis provides us with insightful information about responses to multi-interpretable rejection situations where people are unsure about whether the negative treatment is due to their individual qualities or due to the prejudice the other holds about their social group. Furthermore, the thesis clarifies why group-based rejection can sometimes have negative and at other times have positive consequences by comparing responses of the targets to blatant and subtle discrimination.