延吉市小学生健康行为干预研究
摘要
目的评估小学生健康行为的现状；评价小学生在教育干预后健康知识、健康行为的变化情况。
方法本研究属于类实验性研究,采用便利抽样的方法,在延吉市便利抽取两所学校五年级自愿参加研究的747名小学生作为研究对象,随机分为实验组和对照组。对实验组的小学生进行健康行为及健康知识教育,对照组的小学生不采取任何干预措施。研究工具采用自行设计的小学生健康行为调查问卷。对研究对象进行干预前评估和干预后效果评价。采用SPSS for Windows 13.0统计软件对数据进行整理与分析。
结果(1)本研究对象747名小学生中,实验组小学生为372名,对照组小学生为375人；研究对象的一般人口学特征与生活方式行为在不同性别、自评健康及幸福感的人群中存在差异,在其他人群中差异无统计学意义；安全与避险行为在不同父亲学历的人群中存在差异,在其他人群中差异无统计学意义；心理健康行为及疾病预防行为在所有人群中差异无统计学意义；青春期保健行为在不同性别、家庭状况及母亲学历的人群中存在差异,在其他人群中差异无统计学意义。实验组和对照组小学生的一般人口学特征资料无显著差异；小学生在干预前生活方式知识、疾病预防知识刚达到及格水平,安全与避险知识得分偏高,青春期保健知识未达到及格水平。干预前实验组和对照组小学生的各项健康知识得分比较均无统计学意义,干预前实验组和对照组小学生各项健康行为得分比较均无统计学意义。
(2)研究结果显示,干预后实验组小学生各项知识水平提高,干预前后实验组小学生的健康知识差值比较均有统计学意义；干预后实验组与对照组小学生的安全与避险知识、疾病预防知识及青春期保健知识差值比较具有统计学意义,生活方式知识差值比较无统计学意义。
(3)研究结果显示,干预后的实验组小学生各项行为得分有上升趋势,但提高幅度不大。干预前后实验组小学生生活方式行为及疾病预防行为差值比较有统计学意义,安全与避险行为、心理健康行为、青春期保健行为差值比较无统计学意义；干预后的实验组与对照组的小学生与心理健康行为差值比较有统计学意义,生活方式行为、安全与避险行为、疾病预防行为、青春期保健行为差值比较无统计学意义。
结论小学生健康知识相对缺乏,健康行为干预后,健康知识水平提高,健康教育富有成效。干预后小学生的健康行为有提升趋势,但提高幅度不大,说明健康行为的改变是一个长期的过程,需要连续持久的健康教育,才能有效改善小学生健康行为。因此,学校有必要常规开设健康行为教育课程,长期系统地开展小学生健康行为教育,促进小学生健康行为。
Objectives:Assess current health behaviors of primary school pupils; evaluate the changes in students'health knowledge and behaviors after educational intervention.
Methods:This study is quasi-experimental in nature, in which 747 pupils of the fifth grade from two primary schools in Yanji City were picked up randomly to participate voluntarily as subjects. The measure of convenience sampling was adopted and the pupils were randomly divided into experiment group and reference group. The education concerning health behaviors and knowledge was conducted to the experiment group; while none of the intervention measures were taken to the reference group. A questionnaire survey designed by the experimenter on the health-related behaviors of primary school pupils was conducted as research tool. And pre-intervention assessment and post-intervention evaluation were made. To process and analyze data, SPSS for Windows 13.0 was used.
Results:(1) Among the 747 subjects,372 are in the experiment group and 375 in reference group. The subjects'general demographic features and life styles differ among groups with different sexes, self-assessed health levels and happiness levels; the differences are statistically insignificant among other groups. The subjects'behaviors concerning safety and danger-elusion differ among groups with different educational levels of the subjects'fathers; the differences are statistically insignificant among other groups.The differences among all subjects in terms of mental health and disease prevention are statistically insignificant. The subjects'behaviors concerning puberty health care differ among groups with different sexes, family conditions, levels of education of the subjects'mothers; the differences are statistically insignificant among other groups.There are no noticeable differences in demographic features between experiment group and reference group. Before intervention, the subjects'knowledge concerning life style, and disease prevention barely reached a passing grade. Though the grades for safety and danger-elusion are fairly high, the grades for puberty health care are below passing. Before intervention, the contrast between the grades of the experiment group and reference group concerning the knowledge about health is statistically insignificant; before intervention the contrast between the health-related behaviors of the two groups is statistically insignificant.
(2) The experiment results reveal that after intervention the levels of health-related knowledge of the experiment group have risen. The differences of health-related knowledge of the experiment group before and after intervention are statistically significant. The differences, before and after intervention, between experiment group and reference group, in terms of knowledge concerning safety, danger-elusion, disease prevention and puberty health care, are statistically significant. While in terms of life styles, the differences are not.
(3) The experiment results reveal that after intervention the scores of the health behaviors of the experiment group have risen, but not with a big margin. The differences, before and after intervention, in behaviors concerning life styles and disease prevention of the experiment group are statistically significant; while the differences in behaviors concerning safety, danger-elusion, mental health and puberty health care are not.After intervention the contrast between experiment group and reference group in terms of behaviors concerning mental health is statistically significant; while the contrast in terms of behaviors concerning life styles, safety and danger-elusion, disease prevention and puberty health care is not.
Conclusion:pupils comparatively lack of health-related knowledge. After the health behavior intervention, the level of health knowledge has risen and the health education has fully worked. The small-margin rise in the levels of pupils'health behavior after intervention suggests that the changes in health behaviors take a long course of time. To improve primary school students'health behaviors, continuous and lasting health education is necessary. Therefore, the courses on health education should be made conventional in school curriculum so that long-term and systematic improvement in students'health is guaranteed.
方法本研究属于类实验性研究,采用便利抽样的方法,在延吉市便利抽取两所学校五年级自愿参加研究的747名小学生作为研究对象,随机分为实验组和对照组。对实验组的小学生进行健康行为及健康知识教育,对照组的小学生不采取任何干预措施。研究工具采用自行设计的小学生健康行为调查问卷。对研究对象进行干预前评估和干预后效果评价。采用SPSS for Windows 13.0统计软件对数据进行整理与分析。
结果(1)本研究对象747名小学生中,实验组小学生为372名,对照组小学生为375人；研究对象的一般人口学特征与生活方式行为在不同性别、自评健康及幸福感的人群中存在差异,在其他人群中差异无统计学意义；安全与避险行为在不同父亲学历的人群中存在差异,在其他人群中差异无统计学意义；心理健康行为及疾病预防行为在所有人群中差异无统计学意义；青春期保健行为在不同性别、家庭状况及母亲学历的人群中存在差异,在其他人群中差异无统计学意义。实验组和对照组小学生的一般人口学特征资料无显著差异；小学生在干预前生活方式知识、疾病预防知识刚达到及格水平,安全与避险知识得分偏高,青春期保健知识未达到及格水平。干预前实验组和对照组小学生的各项健康知识得分比较均无统计学意义,干预前实验组和对照组小学生各项健康行为得分比较均无统计学意义。
(2)研究结果显示,干预后实验组小学生各项知识水平提高,干预前后实验组小学生的健康知识差值比较均有统计学意义；干预后实验组与对照组小学生的安全与避险知识、疾病预防知识及青春期保健知识差值比较具有统计学意义,生活方式知识差值比较无统计学意义。
(3)研究结果显示,干预后的实验组小学生各项行为得分有上升趋势,但提高幅度不大。干预前后实验组小学生生活方式行为及疾病预防行为差值比较有统计学意义,安全与避险行为、心理健康行为、青春期保健行为差值比较无统计学意义；干预后的实验组与对照组的小学生与心理健康行为差值比较有统计学意义,生活方式行为、安全与避险行为、疾病预防行为、青春期保健行为差值比较无统计学意义。
结论小学生健康知识相对缺乏,健康行为干预后,健康知识水平提高,健康教育富有成效。干预后小学生的健康行为有提升趋势,但提高幅度不大,说明健康行为的改变是一个长期的过程,需要连续持久的健康教育,才能有效改善小学生健康行为。因此,学校有必要常规开设健康行为教育课程,长期系统地开展小学生健康行为教育,促进小学生健康行为。
Objectives:Assess current health behaviors of primary school pupils; evaluate the changes in students'health knowledge and behaviors after educational intervention.
Methods:This study is quasi-experimental in nature, in which 747 pupils of the fifth grade from two primary schools in Yanji City were picked up randomly to participate voluntarily as subjects. The measure of convenience sampling was adopted and the pupils were randomly divided into experiment group and reference group. The education concerning health behaviors and knowledge was conducted to the experiment group; while none of the intervention measures were taken to the reference group. A questionnaire survey designed by the experimenter on the health-related behaviors of primary school pupils was conducted as research tool. And pre-intervention assessment and post-intervention evaluation were made. To process and analyze data, SPSS for Windows 13.0 was used.
Results:(1) Among the 747 subjects,372 are in the experiment group and 375 in reference group. The subjects'general demographic features and life styles differ among groups with different sexes, self-assessed health levels and happiness levels; the differences are statistically insignificant among other groups. The subjects'behaviors concerning safety and danger-elusion differ among groups with different educational levels of the subjects'fathers; the differences are statistically insignificant among other groups.The differences among all subjects in terms of mental health and disease prevention are statistically insignificant. The subjects'behaviors concerning puberty health care differ among groups with different sexes, family conditions, levels of education of the subjects'mothers; the differences are statistically insignificant among other groups.There are no noticeable differences in demographic features between experiment group and reference group. Before intervention, the subjects'knowledge concerning life style, and disease prevention barely reached a passing grade. Though the grades for safety and danger-elusion are fairly high, the grades for puberty health care are below passing. Before intervention, the contrast between the grades of the experiment group and reference group concerning the knowledge about health is statistically insignificant; before intervention the contrast between the health-related behaviors of the two groups is statistically insignificant.
(2) The experiment results reveal that after intervention the levels of health-related knowledge of the experiment group have risen. The differences of health-related knowledge of the experiment group before and after intervention are statistically significant. The differences, before and after intervention, between experiment group and reference group, in terms of knowledge concerning safety, danger-elusion, disease prevention and puberty health care, are statistically significant. While in terms of life styles, the differences are not.
(3) The experiment results reveal that after intervention the scores of the health behaviors of the experiment group have risen, but not with a big margin. The differences, before and after intervention, in behaviors concerning life styles and disease prevention of the experiment group are statistically significant; while the differences in behaviors concerning safety, danger-elusion, mental health and puberty health care are not.After intervention the contrast between experiment group and reference group in terms of behaviors concerning mental health is statistically significant; while the contrast in terms of behaviors concerning life styles, safety and danger-elusion, disease prevention and puberty health care is not.
Conclusion:pupils comparatively lack of health-related knowledge. After the health behavior intervention, the level of health knowledge has risen and the health education has fully worked. The small-margin rise in the levels of pupils'health behavior after intervention suggests that the changes in health behaviors take a long course of time. To improve primary school students'health behaviors, continuous and lasting health education is necessary. Therefore, the courses on health education should be made conventional in school curriculum so that long-term and systematic improvement in students'health is guaranteed.
引文
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