Family harmony, emotion-management skills, problematic social media use and individual social responsibility: testing a serial mediation model.

Health literacy is a fundamental determinant of health—both at an individual and population level—as it enables individuals to access, understand, appraise, and apply health information to make informed decisions for their health and well-being []. Strengthening health literacy is therefore widely recognized as a key strategy to promote long-term public health and reduce costs in the health care system [-]. In light of the ongoing and rapidly growing digitization, digital health literacy (or eHealth literacy) is acknowledged as a critical element to contribute to overall well-being and health, which has led to its characterization as a “super determinant of health” [,]. While initially defined as the ability to find, understand, appraise, and apply electronic health information [], recent definitions expand this to a multifactorial skillset. This modern view emphasizes transactional and contextual aspects, shifting the focus toward the user’s ability to actively exchange information and interact with others to manage health effectively [,]. Higher digital health literacy has been associated with more successful use of digital health resources, adoption of more health-promoting behaviors, better individual health management and participation in medical decisions, and a higher quality of life [,]. Importantly, digital health literacy is not a singular skill but the integration of different literacies, including general health literacy, media literacy, data literacy, and scientific literacy [,]. However, despite its importance, levels of digital health literacy remain insufficient in many segments of society [-]. For example, only about 65% of children and adolescents from Germany have sufficient levels of digital health literacy []. At the same time, this deficit is typically not adequately dealt with in schools []. To address this gap—and in line with World Health Organization recommendations to strengthen both general and digital health literacy [,]—national authorities in Germany have introduced legislation in the Social Code Book V to legally require statutory health insurance companies in Germany to develop and implement programs that promote digital health literacy [,]. This has led to first interventions being created, evaluated, and launched [-]. However, previous efforts to enhance digital health literacy are often quite extensive, which may hinder their practical implementation in classroom settings or integration into existing educational curricula []. For example, one comprehensive health literacy program for vocational schools entails a project day in addition to an 8-week online course [], while others encompass comprehensive e-learning sessions of up to 90 minutes [-]. Moreover, many existing interventions have primarily focused on the promotion of the processing of health-related information in textual or verbal form [-]. Adopting this narrow focus has led to the relative neglect of other integral aspects of digital health literacy, namely scientific, media, basic, and information literacy [,]. These competencies include the understanding and processing of information presented in nontextual formats, such as numerical data, tables, and graphs [,], which is tightly connected to the construct of data literacy, a critical life skill highly relevant for health-related decisions and beyond []. Hence, a broader and more integrated promotion of digital health literacy is needed that considers all of its integral elements. Therefore, the present study places a particular focus on graph-based health information. Beyond content, greater emphasis should also be placed on new formats and approaches related to the implementation of interventions, for example on the media and resources used to promote digital health literacy. These may include analog materials and digital learning platforms []. In recent years, the use of digital technologies with interactive elements has emerged as a promising approach, and it was recommended to consider different technological methods in the development of new interventions, including the integration of gamification elements and the use of mobile platforms [], which may lead to better engagement and learning outcomes. Following these practical recommendations and fulfilling public policy recommendations, the nonprofit foundation has recently developed several short mobile interventions as tools to promote digital health literacy. Each intervention focuses on a specific health-related topic, for example, the promotion of graph literacy or the understanding of average values, and incorporates gamification elements [-]. The short mobile interventions were developed so that they can be used in different school subjects and aligned with different curricula []. They are presented on mobile platforms that are both flexible and easily available, which might facilitate their implementation in schools []. Furthermore, they have the capacity to reach a significant number of users a