| 同伴教育对中小学生青春期知识信念行为干预效果评价 |
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| 引用本文： | 金凤,刁华,蒲杨,唐银霜,张菁麟,王宏.同伴教育对中小学生青春期知识信念行为干预效果评价[J].中国学校卫生,2021,42(7):987-990. |
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| 作者姓名： | 金凤 刁华 蒲杨 唐银霜 张菁麟 王宏 |
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| 作者单位： | 重庆医科大学公共卫生与管理学院/医学与社会研究中心/健康领域社会风险预测治理协同创新中心, 重庆 400016 |
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| 基金项目： | 教育部人文社会科学研究规划基金项目17YJA840015 |
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| 摘 要： | 目的 分析同伴教育干预模式对改善中小学生青春期知识信念行为的效果，为探讨适宜的健康教育方法提供依据。 方法 采用非等同比较组设计方法抽取重庆市綦江区2个乡镇，随机分为干预组和对照组，每个乡镇选取1所小学四至五年级和1所中学七至八年级的全体学生作为研究对象，干预组685名，对照组821名，干预组接受为期1年的同伴教育。采用课题组自行设计的基本情况问卷和青春期知信行问卷对干预前后的基本信息和知信行情况进行调查。 结果 干预后，干预组青春期知识、态度、行为得分和总分分别由(10.00±6.39)(39.19±5.79)(28.69±4.24)(77.89±12.66)分上升至(15.65±5.87)(42.06±5.95)(29.95±4.05)(87.66±12.93)分，差异均有统计学意义(t值分别为-26.32，-11.16，-7.22，-21.46，P值均 < 0.01)。干预后，干预组青春期知识、态度、行为和总分的增长值分别为(5.64±5.61)(2.87±6.72)(1.26±4.55)(9.77±11.91)分，均高于对照组的(4.42±5.15)(2.08±5.84)(0.86±4.24)(7.36±10.70)分，除行为得分增长值外，其余得分增长值差异均有统计学意义(t值分别为-4.39，-2.40，-1.73，-4.09，P值均 < 0.05)。 结论 同伴教育对中小学生青春期知识水平的提高、正向态度的形成有一定的效果，对青春期行为的改善效果尚待进一步研究。
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| 关 键 词： | 青春期 健康知识 态度 实践 干预性研究 健康教育 学生 |
| 收稿时间： | 2020-10-10 |
Effect of peer education on adolescent knowledge,attitude and practice among primary and middle school students in a district of Chongqing |
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| Affiliation: | School of Public Health and Management, Research Center for Medicine and Social Development, Innovation Center for Social Risk Governance in Health, Chongqing Medical University, Chongqing(400016), China |
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| Abstract: | Objective To analyze the effect of the peer education intervention model on improving adolescent knowledge, attitudes, and behavior among primary and secondary school students, so as to provide a basis for exploring adolescent-based health education methods. Methods A group of students from grades 4-5 and 7-8 were selected from two primary schools and two middle schools in a district of Chongqing. The sample was divided into an intervention group (n=685) and a control group (n=821), and the intervention group received peer education for one year. Basic information related to the pre-and post-intervention, and data regarding knowledge, attitudes, and behavior were investigated using a basic situation questionnaire and an adolescent knowledge-attitudes-behavior questionnaire that were designed by the research group. Results The results obtained after the intervention showed that the scores of adolescent knowledge-attitudes-behavior and the total scores of the intervention group increased from (10.00±6.39) (39.19±5.79) (28.69±4.24) and (77.89±12.66) to (15.65±5.87) (42.06±5.95) (29.95±4.05) and (87.66±12.93), and the difference was statistically significant (P < 0.01). After the intervention, increasing of adolescent knowledge-attitudes-behavior and the total scores of the intervention group were (5.64±5.61) (2.87±6.72) (1.26±4.55) (9.77±11.91), respectively, which were higher than those of the control group. Except for adolescent behavior, increasing of other scores were statistically significant (t=-4.39, -2.40, -1.73, -4.09, P < 0.05). Conclusion Peer education shows certain effects on improving adolescent knowledge and positive attitudes, although similar effect on adolescent behavior needs further study. |
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