Psychology HL
Health psychology (option, HL) — HL Paper 2
- 1.
Outline Selye's General Adaptation Syndrome (GAS) model of the stress response, naming its three stages.
[3 marks] · no calculator - 2.
Marking analysis: A learner attempts the following task: “Outline Selye's General Adaptation Syndrome (GAS) model of the stress response, naming its three stages.” Their response addresses only this point: “Names and outlines the alarm stage: the body's immediate fight-or-flight response to a stressor, involving a rapid surge of adrenaline.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 3.
Distinguish between a major life event and a daily hassle as sources of stress, and explain why daily hassles may have a greater cumulative impact on health than infrequent major life events.
[3 marks] · no calculator - 4.
Marking analysis: A learner attempts the following task: “Distinguish between a major life event and a daily hassle as sources of stress, and explain why daily hassles may have a greater cumulative impact on health than infrequent major life events.” Their response addresses only this point: “Defines a major life event as a significant, discrete change requiring substantial readjustment (e.g., divorce, job loss), which is relatively infrequent.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 5.
Holmes and Rahe developed the Social Readjustment Rating Scale (SRRS), which assigns a numerical value to different life events based on the amount of readjustment they require, and sums these values to predict stress-related illness risk. State one strength and one limitation of this approach to measuring stress.
[2 marks] · no calculator - 6.
Marking analysis: A learner attempts the following task: “Holmes and Rahe developed the Social Readjustment Rating Scale (SRRS), which assigns a numerical value to different life events based on the amount of readjustment they require, and sums these values to predict stress-related illness risk. State one strength and one limitation of this approach to measuring stress.” Their response addresses only this point: “States a valid strength, such as the SRRS providing a standardized, quantifiable measure of stress exposure that allows researchers to compare stress levels across individuals and studies.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator - 7.
Distinguish between problem-focused coping and emotion-focused coping, giving one example of each, and suggest one factor that might determine which strategy a person uses.
[3 marks] · no calculator - 8.
Marking analysis: A learner attempts the following task: “Distinguish between problem-focused coping and emotion-focused coping, giving one example of each, and suggest one factor that might determine which strategy a person uses.” Their response addresses only this point: “Defines problem-focused coping as directly addressing the source of the stressor to remove or reduce it. Gives a valid example, such as creating a study schedule to manage exam stress.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 9.
Explain how social support can act as a buffer against the negative health effects of stress.
[3 marks] · no calculator - 10.
Marking analysis: A learner attempts the following task: “Explain how social support can act as a buffer against the negative health effects of stress.” Their response addresses only this point: “Explains that social support can provide practical assistance (e.g., help solving the problem causing stress) and emotional reassurance, both of which can reduce the perceived severity of a stressor.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 11.
Using the theory of planned behaviour, explain why simply providing information about the health risks of smoking is often insufficient to change smoking behaviour.
[3 marks] · no calculator - 12.
Marking analysis: A learner attempts the following task: “Using the theory of planned behaviour, explain why simply providing information about the health risks of smoking is often insufficient to change smoking behaviour.” Their response addresses only this point: “Outlines the theory of planned behaviour: behaviour is predicted by behavioural intention, which is itself shaped by three factors: attitude toward the behaviour, subjective norms (perceived social pressure), and perceived behavioural control.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 13.
Explain how 'unrealistic optimism' (the belief that one is personally less likely than others to experience a negative health outcome) can act as a barrier to engaging in preventative health behaviour.
[3 marks] · no calculator - 14.
Marking analysis: A learner attempts the following task: “Explain how 'unrealistic optimism' (the belief that one is personally less likely than others to experience a negative health outcome) can act as a barrier to engaging in preventative health behaviour.” Their response addresses only this point: “Defines unrealistic optimism as a cognitive bias in which individuals believe they are less at risk of a negative health outcome (e.g., lung cancer, heart disease) than the average person, even when their actual risk factors (e.g., smoking) are comparable or higher.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 15.
Explain both a biological and a sociocultural factor that could contribute to the development of obesity, and explain why treating obesity as purely a matter of individual willpower oversimplifies its causes.
[3 marks] · no calculator - 16.
Marking analysis: A learner attempts the following task: “Explain both a biological and a sociocultural factor that could contribute to the development of obesity, and explain why treating obesity as purely a matter of individual willpower oversimplifies its causes.” Their response addresses only this point: “Explains a valid biological factor, such as genetic variation affecting metabolic rate, appetite regulation, or fat storage, which can make some individuals more biologically predisposed to weight gain than others under identical diets.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 17.
Explain how positive outcome expectancies can contribute to the development of substance use.
[3 marks] · no calculator - 18.
Marking analysis: A learner attempts the following task: “Explain how positive outcome expectancies can contribute to the development of substance use.” Their response addresses only this point: “Defines outcome expectancies as beliefs about the likely effects of using a substance.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 19.
Explain how peer influence and social norms can promote substance use among adolescents.
[3 marks] · no calculator - 20.
Marking analysis: A learner attempts the following task: “Explain how peer influence and social norms can promote substance use among adolescents.” Their response addresses only this point: “Explains that adolescents may imitate friends who use substances (social learning), especially if use is rewarded with approval.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 21.
Outline the main components of the Health Belief Model and apply them to a person deciding whether to have an annual flu vaccination.
[4 marks] · no calculator - 22.
Marking analysis: A learner attempts the following task: “Outline the main components of the Health Belief Model and apply them to a person deciding whether to have an annual flu vaccination.” Their response addresses only this point: “Outlines perceived susceptibility and severity: believing one could catch flu and that it would be serious.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 23.
Evaluate the effectiveness of graphic warning labels on cigarette packets as a health promotion strategy.
[4 marks] · no calculator - 24.
Marking analysis: A learner attempts the following task: “Evaluate the effectiveness of graphic warning labels on cigarette packets as a health promotion strategy.” Their response addresses only this point: “Explains how graphic warnings aim to increase perceived severity and fear, motivating quitting.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[4 marks] · no calculator - 25.
Distinguish between a risk factor and a protective factor in health behaviour, giving one example of each.
[3 marks] · no calculator - 26.
Marking analysis: A learner attempts the following task: “Distinguish between a risk factor and a protective factor in health behaviour, giving one example of each.” Their response addresses only this point: “States that a risk factor increases the likelihood of poor health outcomes, e.g. chronic stress or a family history of addiction.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 27.
Using Lazarus and Folkman's transactional model, explain why two people can experience the same event with different levels of stress.
[3 marks] · no calculator - 28.
Marking analysis: A learner attempts the following task: “Using Lazarus and Folkman's transactional model, explain why two people can experience the same event with different levels of stress.” Their response addresses only this point: “Explains primary appraisal: each person judges whether the event is irrelevant, benign or a threat/challenge.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[3 marks] · no calculator - 29.
State one strength and one limitation of using a longitudinal design to investigate the link between stress and illness.
[2 marks] · no calculator - 30.
Marking analysis: A learner attempts the following task: “State one strength and one limitation of using a longitudinal design to investigate the link between stress and illness.” Their response addresses only this point: “States a strength such as following the same people over time, allowing researchers to see whether stress precedes illness.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks.
[2 marks] · no calculator