CAJ | 학술논문

目的了解中学生久坐行为现状及影响因素,为进一步完善健康教育和健康促进措施提供科学依据.方法采用分层整群抽样方法对全国两个城市2 186名中学生进行中学生久坐行为-心理等情况调查,采用行为分阶段转变理论(The Trans-theortical Model,TTM)对中学生久坐时间、久坐行为变化阶段、改变策略、决策平衡和自我效能进行现状分析.结果中学生在教学日平均久坐时间为(4.19±1.99)h/d,节假日平均久坐时间为(4.13± 1.68) h/d;教学日久坐时间在地区(x2 =-2.14,P＜0.05)、性别(x2=-4.18,P＜0.01)和年级(x2=-4.43,P＜0.01)均差异有统计学意义,节假日久坐时间的年级差异有统计学意义(x2 =-5.95,P＜0.01);中学生久坐行为存在行为变化阶段,且主要处于前意识阶段和意识阶段,中学生在不同行为阶段的久坐时间不同,从前意识阶段到行动阶段久坐时间呈下降趋势,维持阶段略有增加;不同久坐行为阶段中学生的改变策略、决策平衡、自我效能得分均具有统计学意义,心理因素对久坐行为阶段的影响呈现从前意识阶段到行动阶段得分减少,维持阶段略有增加的趋势;教学日久坐时间的影响因素包括性别、年级、行为变化阶段、改变策略、决策平衡负向效应,节假日久坐时间的影响因素包括年级、行为变化阶段、改变策略、决策平衡(正向和负向).结论中学生久坐行为时间较长且存在行为变化阶段,对处于不同久坐行为阶段的中学生应采取不同的健康教育与健康干预措施,以提高健康促进的效果.
목적 료해중학생구좌행위현상급영향인소,위진일보완선건강교육화건강촉진조시제공과학의거.방법 채용분층정군추양방법대전국량개성시2 186명중학생진행중학생구좌행위-심리등정황조사,채용행위분계단전변이론(The Trans-theortical Model,TTM)대중학생구좌시간、구좌행위변화계단、개변책략、결책평형화자아효능진행현상분석.결과 중학생재교학일평균구좌시간위(4.19±1.99)h/d,절가일평균구좌시간위(4.13± 1.68) h/d;교학일구좌시간재지구(x2 =-2.14,P＜0.05)、성별(x2=-4.18,P＜0.01)화년급(x2=-4.43,P＜0.01)균차이유통계학의의,절가일구좌시간적년급차이유통계학의의(x2 =-5.95,P＜0.01);중학생구좌행위존재행위변화계단,차주요처우전의식계단화의식계단,중학생재불동행위계단적구좌시간불동,종전의식계단도행동계단구좌시간정하강추세,유지계단략유증가;불동구좌행위계단중학생적개변책략、결책평형、자아효능득분균구유통계학의의,심리인소대구좌행위계단적영향정현종전의식계단도행동계단득분감소,유지계단략유증가적추세;교학일구좌시간적영향인소포괄성별、년급、행위변화계단、개변책략、결책평형부향효응,절가일구좌시간적영향인소포괄년급、행위변화계단、개변책략、결책평형(정향화부향).결론 중학생구좌행위시간교장차존재행위변화계단,대처우불동구좌행위계단적중학생응채취불동적건강교육여건강간예조시,이제고건강촉진적효과.
Objective To understand the status and influencing factors of adolescent sedentary behavior,and to provide a basis for further improving health education and health promotion measures.Method Using multi-stage sampling method survey of 2 186 secondary school students in two cities across the country with adolescent sedentary behavior-psychological scale,including the TTM theoretical model of adolescent sedentary time,sedentary stage of change,change strategy,decision-making balance and the current status of self-efficacy.Results The average sedentary time in the school day was (4.19± 1.99) hours per day,average sedentary time in the holidays (4.13 ± 1.68) hours per day,Teaching,the sedentary time region group (x2 =-2.14,P＜ 0.05),gender group (x2=-4.18,P＜0.01)and grade group(x2=-4.43,P＜0.01) were statistically difference,the sedentary time in holidays has statistically difference in grade (x2=-5.95,P＜ 0.01).Sedentary behavior existed phase behavior change for middle school students,and mainly in the first stages of consciousness and awareness,middle school students in different stages of behavior of sedentary time,once upon a time consciousness stage to operation stage the sedentary time was on the decline,and the maintenance stage increased slightly.Different stages of sedentary behavior change strategy of middle school students,decision balance,self-efficacy scores were statistically significant,the influence of psychological factors on the sedentary time showed the trend that the score decreases from consciousness stage to the action stage and increases in the maintenance stage.The factors of sedentary time in teaching time including gender,grade,stage of behavior change,change strategy,decision balance negative effect,the influence factors of holiday sedentary time including the grade,stage of behavior change,decisional balance (positive and negative).Conclusion The adolescents sedentary behavior time is significantly higher than the standard sedentary time and in a preconscious stage large number of responses to juvenile sedentary behavior target health interventions to recognize that reducing sedentary behavior on health benefits.