初中生全面性教育知识水平现况及其影响因素分析

  目的  了解中国初中生全面性教育知识水平现况，分析相关影响因素，为今后实施基于学校的性教育或全面性教育提供科学依据。  方法  2021年9—10月，使用方便抽样法，在北京、辽宁、四川、重庆、云南、河南等地，使用线上电子问卷对4 545名初一至初三的学生开展横断面调查。问卷包含一般人口学信息、主观社会地位、在家庭与学校接受性教育情况、欺凌情况、全面性教育相关知识、全面性教育相关态度、全面性教育相关行为、全面性教育需求等。  结果  研究对象全面性教育知识平均分为(12.21±3.10)分，按照百分制换算为(71.82±18.21)分，不同年级、性别学生得分差异有统计学意义(P值均 < 0.01)，初三学生得分较高[(12.69±2.99)分]，女生得分较高[(12.28±3.01)分]；在家接受过性教育的学生得分较高[(12.67±2.88)分]，在校接受过性教育的学生得分较高[(12.63±2.91)分]，主动在网上搜索过性教育相关内容与知识得分较高[(12.71±2.94)分](t值分别为35.10，28.78，10.55，P值均 < 0.01)。多元线性回归以及Logistic回归分析显示，“是否在家接受过性教育”“是否在校接受过性教育”“是否主动上网搜索过性教育相关内容”“是否有必要开展全面性教育”与全面性教育知识得分关联有统计学意义；“自我报告欺凌过他人”与“主观社会地位”得分、问题2的正确率、“是否会对第二性征发育感到害羞自卑”关联有统计学意义(P值均 < 0.01)。  结论  目前中国的初中生全面性教育知识水平有待提高，不同地区性教育实施程度不同，开展学校性教育有助于提升学生全面性教育知识水平。

Comprehensive sexuality education knowledge and associated factors among middle school students

  Objective  To understand comprehensive sexuality education knowledge among junior high school students in China, and to analyze relevant influencing factors to provide scientific basis for the implementation of school-based sexuality education or comprehensive sexuality education in the future.  Methods  By using convenient sampling method, a cross-sectional survey was conducted among 4 545 students at grade 1 to grade 3 from junior middle schools in Beijing, Liaoning, Sichuan, Chongqing, Yunnan, Henan, using an online electronic questionnaire during September to October 2021. The questionnaire included general demographic information, subjective social status, sex education received at home and school, bullying, as well as knowledge, attitude, practice and needs towards comprehensive sexuality education.  Results  The average score of the comprehensive sexuality education knowledge was (12.21±3.10) points, which was converted to (71.82±18.21) points based on the percentage-based system. The scores varied by grade, sex and sexuality education setting, significantly higher in grade 3 students (12.69±2.99), girls (12.28±3.01)(P < 0.01), and students who have received sex education at home (12.67±2.88) and students who received sex education at school (12.63±2.91), as well as those who had actively searched for sex information online had a higher score (12.71±2.94) (t=35.10, 28.78, 10.55, P < 0.01).Further analysis using multiple linear regression and Logistic regression, "whether you have received sex education at home" "whether you have received sex education at school" "whether you have searched the Internet actively" and "whether it is necessary to carry out comprehensive sex education" are still correlated with the score of comprehensive sex education knowledge; "self-reported bullying" was still associated with "subjective social status" score, correct rate of question 2, and "shyness and inferiority toward the development of secondary sexual characteristics" (P < 0.01).  Conclusion  The current comprehensive sexuality education knowledge among junior high school students needs to be improved. The level of implementation of sexuality education in different settings varies, but the implementation of sexuality education in schools can help improve students' comprehensive sexuality education knowledge level.