上海市中小学生近视相关因素分析

目的 了解上海市学生近视相关因素并探寻轻、中、高度近视可干预的主要行为,为实施家校结合和针对性的干预措施提供依据.方法 在上海市各区分别抽取6所中小学校(2所小学、2所初中、2所高中),小学从四年级开始调查,抽到的班级全体学生共24 434名参与视力检测和问卷调查.数据分析组间比较选择x2检验,不同程度近视与用眼相关行...

Analysis of myopia related factors among primary and secondary school students in Shanghai

  Objective  To analyze myopia related factors among students in Shanghai, to explore associated risky behaviors associated with mild, moderate, high myopia, so as to provide the evidence for the implementation of home and school combination intervention measures.  Methods  Six primary and secondary schools (2 primary schools, 2 middle schools and 2 high schools) were selected from each district of Shanghai. The primary schools began to investigate from the fourth grade. All the students in the selected classes participated in the vision test and questionnaire survey. Chi square test was used for categorical data analysis. The relationship between myopia and related behaviors was analyzed by multivariate Logistic analysis.  Results  The prevalence of visual-related risky behaviors such as short outdoor time during the day, lack of sleep, long after-school reading and writing time, poor reading and writing posture, and longtime-using mobile electronic screen was higher in girls than in boys (P < 0.05), boys were more likely than girls to use computer for long time and read books/electronic screen in sunlight (P < 0.05). The group with 3 hours or more than of reading and writing compared with the less than 2 hours, the OR value of mild myopia model was 1.31(1.20-1.44), moderate myopia model was 1.78(1.62-1.96), severe myopia model was 2.37(2.07-2.71). In the model of moderate and high myopia, reading and writing posture, frequency of eye relax, outdoor activity time and watching TV time were also included.  Conclusion  The prevalence of myopia related behaviors among primary and secondary school students is high, and there are significant gender differences among different behaviors. Students' reading and writing time should be strictly controlled after school. Intervention strategies and measures should be carried out according to the characteristics of different ages and genders.