| Course | MPH 550 Health Behavior and Health Education |
|---|---|
| Module | Module 2 |
| Paper type | Health behavior theory paper |
| Length | About 1,059 words, 6 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | Master of Public Health |
| Updated | September 2026 |
Free sample paper for MPH 550 Module 2
Why Parents Say Yes: Applying the Health Belief Model and the Theory of Planned Behavior to HPV Vaccination
Student Name
Master of Public Health Program, Aspen University
MPH 550: Health Behavior and Health Education
Instructor Name
Month Day, Year
Why Parents Say Yes: Applying the Health Belief Model and the Theory of Planned Behavior to HPV Vaccination
Behavior theories give educators a map of the reasons behind health choices and the levers that might shift them. Two widely used individual-level theories, the health belief model and the theory of planned behavior, focus on beliefs and intentions. This paper compares the two and applies them to a practical question: why some parents vaccinate their children against human papillomavirus while others delay or decline.
The Health Belief Model
In this model, a person is most likely to act when the illness seems a real personal risk, the consequences seem grave, the recommended step seems likely to help and the obstacles seem small. Cues to action and self-efficacy were added later. Looking across ten years of research, reviewers found that the obstacles people perceive predicted behavior better than any other single belief, while a sense of personal risk mattered most for prevention (Janz & Becker, 1984).
The Theory of Planned Behavior
In the theory of planned behavior, the step just before action is intention. Intention in turn grows from three sources: how favorably a person views the action, what they believe people who matter to them expect, and how much control they feel they have over doing it. When that sense of control matches genuine obstacles, it can shape action on its own, not only through intention (Ajzen, 1991).
How Well the Theories Predict
A meta-analysis of 185 studies found that the theory of planned behavior explained about 39% of the variance in intentions and 27% in behavior, with perceived behavioral control adding to prediction and subjective norms generally the weakest component (Armitage & Conner, 2001). Prediction was stronger for self-reported than for observed behavior.
Applying the Theories to HPV Vaccination
A theory-informed systematic review found that parents were more accepting of HPV vaccination when they believed the vaccine was effective, when a physician recommended it and when they believed HPV infection was likely; cost and, for a minority of parents, concerns that vaccination would encourage sexual activity were barriers (Brewer & Fazekas, 2007). The table maps these findings onto both theories.
| Finding | Health belief model construct | Theory of planned behavior construct |
|---|---|---|
| Vaccine seen as effective | Perceived benefits | Attitude |
| HPV infection seen as likely | Perceived susceptibility | Attitude (outcome beliefs) |
| Physician recommends it | Cue to action | Subjective norm |
| Cost, access | Perceived barriers | Perceived behavioral control |
| Concern about sexual behavior | Perceived barriers | Attitude (negative belief) |
Comparing the Theories
The two theories overlap: both emphasize beliefs about outcomes and barriers. The health belief model focuses on threat perceptions, which fit disease prevention. Ajzen's theory brings in the expectations of others and gives intention a central place, which fit decisions strongly influenced by others, such as a clinician's recommendation. Neither addresses emotions, habits or environments well. In practice, many programs combine constructs from both, using threat and benefit messages alongside strategies that shift norms and increase control.
The Intention-Behavior Gap
Intentions do not always become action. A meta-analysis of experiments found that a medium-to-large change in intention led to only a small-to-medium change in behavior (Webb & Sheeran, 2006). Many parents intend to vaccinate but do not return for later doses or never schedule the first. Programs therefore need to bridge the gap with reminders, same-day vaccination and simple scheduling.
Message Strategies for a Composite Clinic
A composite pediatric clinic with 58% HPV vaccine initiation among 11- and 12-year-olds used the theories to plan changes. Clinicians give a strong, presumptive recommendation, announcing that the child is due for HPV vaccine along with other adolescent vaccines, which acts as a cue and a norm. Handouts emphasize the vaccine's effectiveness and the high likelihood of HPV exposure over a lifetime. Staff address the sexual behavior concern with evidence that vaccination does not change behavior. Reminders and same-visit vaccination reduce barriers.
Limitations of Individual Theories
Individual theories can place the burden on parents' beliefs while ignoring clinic systems, insurance, pharmacy access and misinformation online. Combining theory-based messages with system changes, such as standing orders and school-based clinics, addresses factors the theories leave out.
Measuring Beliefs
Using theory in practice requires measuring its constructs. Clinics and health departments can survey parents with short questions on perceived risk of HPV, beliefs about vaccine effectiveness and safety, whether a clinician recommended the vaccine and how easy it would be to get. Results show which beliefs to target and allow evaluation of whether messages change them.
Emotion and Trust
Both theories treat decisions as largely rational. Yet vaccine decisions also involve emotion, such as fear of side effects, and trust in clinicians, government and pharmaceutical companies. Messages from trusted local clinicians, delivered with empathy, may matter as much as information about effectiveness.
Applying the Theories to Adolescents
As children grow older, adolescents take part in health decisions. Their own beliefs and the norms of their peers begin to matter, so programs for older adolescents can address them directly, while keeping parents informed and involved.
Other Behaviors
The same analysis applies to other preventive behaviors, such as cancer screening or influenza vaccination. The key question is always which beliefs, norms and barriers most influence the behavior in a specific population, which is why local assessment should precede message design.
Evaluating the Clinic's Changes
The clinic will compare HPV vaccine initiation before and after the changes, survey parents on beliefs and on whether they received a recommendation and review how often clinicians used the presumptive approach. Tracking both beliefs and behavior will show whether messages changed minds and whether system changes closed the intention-behavior gap.
Ethical Considerations
Presumptive recommendations must still respect parents' right to ask questions and decline. Clinicians are trained to present vaccination as routine while inviting questions, so that efficiency does not come at the cost of informed decision-making.
Limits of Measurement
Surveys capture stated beliefs, which may differ from what parents actually weigh when deciding. Combining surveys with conversations and observation of clinic visits gives a fuller picture.
Conclusion
The health belief model and the theory of planned behavior both help explain parents' HPV vaccination decisions: beliefs about effectiveness and risk, clinician recommendations and barriers such as cost all matter. The theories guide message design, but the intention-behavior gap shows that beliefs are not enough. Health education works best when theory-based messages are paired with changes that make vaccination easy.
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behaviour: A meta-analytic review. British Journal of Social Psychology, 40(4), 471-499. https://doi.org/10.1348/014466601164939
Brewer, N. T., & Fazekas, K. I. (2007). Predictors of HPV vaccine acceptability: A theory-informed, systematic review. Preventive Medicine, 45(2-3), 107-114. https://doi.org/10.1016/j.ypmed.2007.05.013
Janz, N. K., & Becker, M. H. (1984). The health belief model: A decade later. Health Education Quarterly, 11(1), 1-47. https://doi.org/10.1177/109019818401100101
Webb, T. L., & Sheeran, P. (2006). Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. Psychological Bulletin, 132(2), 249-268. https://doi.org/10.1037/0033-2909.132.2.249
MPH 550 Module 2 instructions, in plain terms
The catalog entry for MPH 550 calls health behavior a key building block for public health education initiatives, and because Aspen shows the second module's prompt only to enrolled students, this sample applies two classic theories to one decision. Theory application papers typically ask you to explain one or more models, apply their constructs to a real behavior and use the analysis to shape an intervention. Choose a behavior with published research on its predictors. Define briefly, then devote the bulk of the paper to applying each construct. A table mapping evidence to constructs saves space and shows rigor. Compare the theories honestly, including what each leaves out. Link the analysis to concrete messages or system changes.
How this MPH 550 Module 2 example is built
Close to 1,050 words fill fifteen headings, organized around a three-column table that maps five research findings to the constructs of both theories. The paper explains each theory, reports how well the theory of planned behavior predicts, applies both to HPV vaccination, compares them and discusses the intention-behavior gap. Clinic message strategies, limits of individual theories, measuring beliefs, emotion and trust, adolescents, other behaviors, clinic evaluation, ethics and measurement limits follow. A side comment by the health belief model section explains why reporting which constructs matter most beats defining them. The last section pairs theory-based messages with changes that make vaccination easy.
Reading the MPH 550 Module 2 grading rubric
Theory papers earn marks for accurate definitions, faithful application, use of evidence on predictive strength and honest comparison. This example draws on the original theory of planned behavior article, a decade review of the health belief model, a pooled review of 185 planned-behavior studies, a systematic review of HPV vaccine acceptability and an experimental synthesis on whether changing intentions changes behavior, all in APA style. The mapping table demonstrates rigor. Discussion of the intention-behavior gap shows awareness of limits. Message strategies follow directly from findings, which is what separates application from description. Clear, careful language about what each study measured also helps, since acceptability, intention and actual vaccination are different outcomes. Instructors notice when those are kept apart.
MPH 550 Module 2 help: mistakes that cost marks
Many students define every construct in detail and leave little space to apply them. Others pick a theory without checking whether evidence supports it for their behavior. Summarize constructs briefly and move quickly to application. Cite studies that measure the constructs for your behavior. Address what the theory misses, such as emotion or access. If you are unsure which theory fits, a tutor can compare two with you using your chosen behavior. Finish with the one message or change you would test first. Avoid presenting either theory as complete. A short paragraph on what neither explains, such as habit or access, shows mature judgment. Keep the application tied to one population so the analysis stays concrete.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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MPH 550 Module 2 questions, answered
What does MPH 550 Module 2 usually ask for?
Aspen's MPH 550 covers health behavior as a building block for health education, so applying individual-level theories to a behavior is a typical assignment. Check your classroom prompt.
What is the difference between the health belief model and the theory of planned behavior?
The health belief model centers on threat perceptions, benefits and barriers; the theory of planned behavior centers on intention shaped by attitudes, norms and perceived control.
What is the intention-behavior gap?
The common finding that people who intend to act often do not, so changing intentions produces smaller changes in behavior.
Where can I find a free MPH 550 Module 2 sample paper?
The HPV vaccination theory paper is published on this page, including a table mapping findings to both theories.
How do the health belief model and theory of planned behavior differ in MPH 550 Module 2?
The first centers on perceived threat, benefits and barriers; the second on intention formed by attitudes, social norms and perceived control.