Sociodemographic, Cognitive, and Emotional Determinants of Two Health Behaviors during SARS-CoV-2 Outbreak: An Online Study among French-Speaking Belgian Responders during the Spring Lockdown.

To contain the SARS-CoV-2 infection rate, health authorities have encouraged the population to enhance protective behaviors such as physical distancing and handwashing. Behavioral sciences emphasize the role of sociocognitive determinants to explain health behaviors, while largely ignoring emotional factors. In a large online study (N > 4000), we investigated the role of sociodemographic, cognitive, emotional, and social factors that can facilitate or hinder handwashing and limitation of social contacts. Data were collected from March 18 until April 19, 2020, which corresponds to the spring lockdown and the first peak of the pandemic in Belgium. Logistic regressions showed that sociodemographic factors (gender, age, level of education) and the dimensions of the Theory of Planned Behavior (intentions, attitudes, perceived behavioral control and subjective norms) had a strong impact on health behaviors, but that emotional factors explained an additional part of the variance. Being more attentive/determined and frightened/anxious, along with scoring higher on health anxiety were related to a higher frequency of handwashing. In contrast, being enthusiastic/happy was related to lower adherence to limiting social contacts. Our results suggest that the type of predictors and the direction of associations depend on the type of health behavior considered. The role of specific emotional factors in addition to more classical predictors is discussed. The study offers new perspectives regarding the factors that are associated with the adherence to behaviors recommended to adopt when faced with a pandemic.

Consistency and social identification: a test-retest study of flashbulb memories collected on the day of the 2016 Brussels bombings.

Flashbulb memories are consistent and vivid representations of the way people learnt of an important, surprising and consequential event. We had two main aims for this study. Our first aim was to evaluate the consistency of flashbulb memories as accurately as possible (by collecting data on the day and using an interview method at retest) and contrast these findings with other operationalisations such as vividness or confidence but also with event memory. Our second aim was to capitalise on the particular case-study that is Belgium to examine social identification. Within a few hours after the terrorist attacks in Brussels in March 2016, a small sample of students completed a questionnaire on the way they learnt about the event and their knowledge of it. Retest data was obtained fifteen months later, through an in-depth interview. Our results show a relatively high consistency over time as well as high vividness and confidence for their memory of the reception context. We also measured participants' identification at three levels: local (Brussels) - national (Belgium) - supranational (Europe). In the particular context of the Brussels bombings, social identification with Brussels and Europe correlated with measures of flashbulb memory while social identification with Belgium did not.

Scripts and information units in future planning: Interactions between a past and a future planning task.

Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or an unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past and future thinking and on how past and future thinking processes interact.