留守儿童青春期知识信念行为与生活质量的关系

唐银霜; 刁华; 金凤; 蒲杨; 张菁麟; 赵影剑; 王宏

doi:10.16835/j.cnki.1000-9817.2021.07.004

留守儿童青春期知识信念行为与生活质量的关系

doi: 10.16835/j.cnki.1000-9817.2021.07.004

唐银霜¹,
刁华¹,
金凤¹,
蒲杨¹,
张菁麟¹,
赵影剑²,
王宏^1, ,

1.
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
2.
重庆市綦江区中小学卫生保健所

基金项目:

教育部人文社会科学研究规划基金项目 17YJA840015

详细信息

作者简介:
唐银霜(1995-),女,湖南龙山人,在读硕士,主要研究方向为儿童青少年卫生与健康。

通讯作者:
王宏,E-mail:wangh111111@aliyun.com

中图分类号: R179 G78 B844.2
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- 被引次数: 0
出版历程
- 收稿日期: 2020-10-09
- 修回日期: 2020-11-20
- 网络出版日期: 2021-07-23
- 刊出日期: 2021-07-25

Relationship between pubertal knowledge-attitude-practice and quality of life among left-behind children

1.
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

摘要

摘要: 目的探讨留守儿童青春期知识信念行为(以下简称“知信行”)与生活质量的关系，为制定改善青春期留守儿童生活质量的措施提供科学依据。方法 2017年12月采用分层整群抽样方法抽取重庆市某区5所小学和5所中学共3 524名留守儿童进行青春期儿童生活质量量表和青春期知信行问卷调查。结果留守儿童生活质量总分及生理、社会维度得分均低于非留守儿童(t值分别为-2.28，-2.35，-3.52，P值均 < 0.05)。不同性别、学段、青春发动时相、家庭教养方式、经济状况留守儿童生活质量差异均有统计学意义(P值均 < 0.05)。多重线性回归分析显示，青春期态度、行为与留守儿童总生活质量总分及生理、心理、社会、青春期各维度得分均呈正相关(B值分别为0.62，0.08，0.11，0.30，0.13；0.77，0.11，0.20，0.26，0.19，P值均 < 0.01)；青春期知识与生活质量中的青春期维度呈正相关(B=0.04，P < 0.01)，与其他维度及总生活质量呈负相关(B值分别为-0.13，-0.13，-0.15，-0.35，P值均 < 0.01)。结论留守儿童青春期态度、行为与生活质量呈正相关。应加强对留守儿童的青春期健康教育，重点关注向学生传达正确的青春期态度，并促进正确的态度向积极的行为转化，可以提高和改善青春期留守儿童生活质量。
- 青春期 /
- 健康知识, 态度, 实践 /
- 生活质量 /
- 回归分析 /
- 儿童
Abstract: Objective To explore the relationship between pubertal knowledge-attitude-practice(KAP) and quality of life (QoL) of left-behind children in adolescence, and to provide a scientific reference for making measures to improve QoL of left-behind children. Methods In December 2017, 3 524 left-behind children from 5 primary schools and 5 middle schools in Chongqing were selected by stratified cluster sampling method carry out the Quality of Life Scale of adolescent children and the Questionnaire of Adolescent Knowledge and Belief. Results The scores of total QoL, physicaland social dimensions of left-behind children were lower than those of non-left-behind children (P < 0.05). Gender, School period, puberty timing, family rearing pattern and economic status had significant influence on the QoL of left-behind children (P < 0.05). The adolescent attitude and behavior had a positive effect on total QoL and the scores of physical, psychological, social and adolescent dimensions of left-behind children(B=0.62, 0.08, 0.11, 0.30, 0.13;0.77, 0.11, 0.20, 0.26, 0.19, P < 0.01); and knowledge had a positive effect on the adolescence of QoL(B=0.04, P < 0.01). Conclusion The adolescent attitude, behavior and quality of life of left-behind children were positively correlated. Strengthening adolescent health education for left-behind children, focusing on conveying correct adolescent attitude to students, and promoting the transformation of correct attitude to positive practice, can improve the QoL of adolescent left-behind children.
- Puberty /
- Health knowledge, attitudes, practice /
- Quality of life /
- Regression analysis /
- Child

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表 1 不同组别留守儿童生活质量总分及各维度得分比较(x±s)

Table 1. Social-demographic characteristics of adolescents and their correlation with QoL (x±s)

组别	选项	人数	统计值	生理	心理	社会	青春期	生活质量总分
性别	男	1 797		30.26±5.15	39.38±6.50	51.09±8.53	20.65±3.59	141.38±17.34
	女	1 727		29.84±4.99	38.58±6.12	50.89±8.08	20.91±3.60	140.22±17.02
			t值	2.46	3.74	0.73	-2.13	2.01
			P值	0.01	0.00	0.47	0.03	< 0.05
学段	小学	1 739		31.37±5.25	40.01±6.72	52.11±8.70	20.05±3.79	143.54±17.74
	初中	1 785		28.77±4.54	38.00±5.75	49.91±7.77	21.50±3.24	138.16±16.22
			t值	15.72	9.53	7.93	-12.10	9.39
			P值	0.00	0.00	0.00	0.00	0.00
青春发动时相	提前	1 099		28.69±4.69	37.94±5.89	49.56±8.09	21.37±3.41	137.56±16.75
	未提前	2 425		30.67±5.12	39.46±6.46	51.65±8.34	20.51±3.65	142.28±17.19
			t值	-11.23	-6.89	-6.95	6.79	-7.61
			P值	0.00	0.00	0.00	0.00	0.00
教养方式	民主型	2 271		30.43±5.01	39.47±6.28	52.36±7.99	21.18±3.49	143.44±16.80
	专制型	703		29.30±4.94	38.00±6.25	48.44±8.03	20.22±3.69	135.95±16.37
	宠溺型	367		30.17±5.30	38.52±6.38	50.40±8.67	20.11±3.62	139.21±17.60
	冷漠型	183		27.93±5.13	37.75±6.47	45.08±7.59	19.35±3.68	130.11±15.76
			F值	20.52	13.31	78.92	29.43	64.41
			P值	0.00	0.00	0.00	0.00	0.00
经济状况	差	541		29.09±5.02	37.84±6.60	48.04±8.60	20.54±3.63	135.50±17.19
	中	1 862		29.61±4.84	38.65±6.01	50.61±7.74	20.88±3.45	139.76±16.38
	好	1 121		31.24±5.27	40.10±6.55	53.06±8.57	20.72±3.82	145.12±17.54
			F值	45.89	27.33	66.56	2.09	63.39
			P值	0.00	0.00	0.00	0.12	0.00

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表 2 留守儿童青春期知信行与生活质量关系的多重线性回归分析(n=3 524)

Table 2. Multiple linear regression analysis of KAP and QoL of left-behind children in adolescence (n=3 524)

因变量	自变量		B值	标准误	t值	P值	因变量	自变量		B值	标准误	t值	P值
生活质量总分	青春期知识		-0.35	0.06	-5.58	< 0.01		性别		-0.87	0.22	-4.01	< 0.01
	青春期行为		0.77	0.07	10.43	< 0.01		经济状况		0.70	0.16	4.33	< 0.01
	青春期态度		0.62	0.05	12.02	< 0.01		教养方式	专制型	-1.46	0.27	-5.47	< 0.01
	青春发动时相		1.81	0.65	2.81	0.01			宠溺型	-1.32	0.35	-3.80	< 0.01
	学段		-4.14	0.75	-5.53	< 0.01			冷漠型	-1.21	0.47	-2.55	0.01
	性别		-2.23	0.56	-4.00	< 0.01	社会维度	青春期知识		-0.15	0.03	-5.16	< 0.01
	经济状况		3.31	0.41	8.00	< 0.01		青春期行为		0.26	0.04	7.16	< 0.01
	教养方式	专制型	-6.56	0.68	-9.59	< 0.01		青春期态度		0.30	0.03	11.97	< 0.01
		宠溺型	-4.48	0.89	-5.01	< 0.01		青春发动时相		0.84	0.31	2.69	0.01
		冷漠型	-10.29	1.22	-8.47	< 0.01		学段		-1.59	0.36	-4.42	< 0.01
生理维度	青春期知识		-0.13	0.02	-6.72	< 0.01		经济状况		1.80	0.20	8.89	< 0.01
	青春期行为		0.11	0.02	4.96	< 0.01		教养方式	专制型	-3.36	0.33	-10.11	< 0.01
	青春期态度		0.08	0.02	5.10	< 0.01			宠溺型	-1.99	0.44	-4.57	< 0.01
	青春发动时相		0.60	0.20	3.04	< 0.01			冷漠型	-5.80	0.59	-9.79	< 0.01
	学段		-1.61	0.23	-7.03	< 0.01	青春期维度	青春期知识		0.04	0.01	3.40	< 0.01
	性别		-0.34	0.17	-2.00	0.05		青春期行为		0.19	0.02	12.49	< 0.01
	经济状况		0.54	0.13	4.25	< 0.01		青春期态度		0.13	0.01	12.54	< 0.01
	教养方式	专制型	-1.23	0.21	-5.90	< 0.01		青春发动时相		-0.11	0.13	-0.85	0.39
		宠溺型	-0.84	0.27	-3.07	< 0.01		学段		0.40	0.16	2.56	0.01
		冷漠型	-2.22	0.37	-5.97	< 0.01		性别		-0.29	0.12	-2.52	0.01
心理维度	青春期知识		-0.13	0.02	-5.56	< 0.01		经济状况		0.27	0.09	3.18	< 0.01
	青春期行为		0.20	0.03	7.02	< 0.01		教养方式	专制型	-0.43	0.14	-3.01	< 0.01
	青春期态度		0.11	0.02	5.41	< 0.01			宠溺型	-0.28	0.19	-1.49	0.14
	青春发动时相		0.43	0.25	1.72	0.09			冷漠型	-1.03	0.25	-4.06	< 0.01
	学段		-1.19	0.29	-4.07	< 0.01
注：教养方式以“民主型”为参照。

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