同伴教育对中小学生青春期知识信念行为干预效果评价

金凤; 刁华; 蒲杨; 唐银霜; 张菁麟; 王宏

doi:10.16835/j.cnki.1000-9817.2021.07.007

同伴教育对中小学生青春期知识信念行为干预效果评价

doi: 10.16835/j.cnki.1000-9817.2021.07.007

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

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:
金凤(1995-), 女, 重庆市人, 在读硕士, 主要研究方向为儿童青少年卫生及疾病控制策略

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

中图分类号: G478 G444
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- 被引次数: 0
出版历程
- 收稿日期: 2020-10-10
- 修回日期: 2021-02-21
- 网络出版日期: 2021-07-23
- 刊出日期: 2021-07-25

Effect of peer education on adolescent knowledge, attitude and practice among primary and middle school students in a district of Chongqing

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。
- 青春期 /
- 健康知识, 态度, 实践 /
- 干预性研究 /
- 健康教育 /
- 学生
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.
- Puberty /
- Health knowledge, attitudes, practice /
- Intervention studies /
- Health education /
- Students

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表 1 同伴教育前干预组与对照组样本分布比较

Table 1. Comparison of equilibrium between groups before peer education

基本信息	干预组 (n=685)	对照组 (n=821)	χ²值	P值	基本信息	干预组 (n=685)	对照组 (n=821)	χ²值	P值
性别					小学	132(19.3)	171(20.8)	18.77	0.00
男	354(51.7)	396(48.2)	1.77	0.18	初中	259(37.8)	372(45.3)
女	331(48.3)	425(51.8)			高中	136(19.9)	105(12.8)
学段					大专	27(3.9)	37(4.5)
小学	298(43.5)	334(40.7)	1.22	0.27	不知道	131(19.1)	136(16.6)
初中	387(56.5)	487(59.3)			母亲文化程度
是否为独生子女					小学	156(22.8)	250(20.8)	12.15	0.02
是	115(16.8)	152(18.5)	0.76	0.38	初中	266(38.8)	291(45.3)
否	570(83.2)	669(81.5)			高中	104(15.2)	100(12.8)
是否住校					大专	20(2.9)	21(4.5)
是	38(5.5)	335(40.8)	249.11	0.00	不知道	139(20.3)	159(16.6)
否	647(94.5)	486(59.2)			自评家庭经济条件
是否留守					好	265(38.7)	273(30.5)	26.48	0.00
是	278(40.6)	465(56.6)	38.51	0.00	一般	359(52.4)	400(35.4)
否	407(59.4)	356(43.4)			差	61(8.9)	148(12.2)
父母关系					教养方式
好	566(82.6)	721(87.8)	9.37	0.01	民主	450(65.7)	597(2.6)	15.10	0.00
中	102(14.9)	80(9.7)			专制	149(21.8)	128(19.4)
差	17(2.5)	20(2.4)			溺爱	54(7.9)	73(33.3)
与父亲的关系					忽视	32(4.7)	23(48.7)
好	546(79.7)	698(85.0)	7.57	0.02	学习成绩
中	112(16.4)	102(12.4)			好	201(29.3)	228(18.0)	1.23	0.54
差	27(3.9)	21(2.6)			一般	349(50.9)	413(72.7)
与母亲的关系					差	135(19.7)	180(15.6)
好	602(87.9)	722(87.9)	0.03	0.98	亲密朋友数量
中	63(9.2)	74(9.0)			≤2	166(24.2)	180(21.9)	3.19	0.20
差	20(2.9)	25(3.0)			3~5	263(38.4)	352(42.9)
父亲文化程度					≥6	256(37.4)	289(35.2)
注：( )内数字为构成比/%。

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表 2 两组中小学生干预前后青春期知识态度行为得分比较(x±s)

Table 2. Comparison of adolescent knowledge, attitude and behavior scores of primary and secondary school students before and after intervention(x±s)

组别	干预前后	统计值	知识	态度	行为	总分
干预组 (n=685)	干预前		10.00±6.39	39.19±5.79	28.69±4.24	77.89±12.66
干预组 (n=685)	干预后		15.65±5.87	42.06±5.95	29.95±4.05	87.66±12.93
		t值	-26.32	-11.16	-7.22	-21.46
		P值	0.00	0.00	0.00	0.00
对照组 (n=821)	干预前		11.08±6.38	39.90±6.01	29.17±4.03	80.15±12.85
对照组 (n=821)	干预后		15.50±6.24	41.99±5.65	30.03±3.98	87.51±12.64
		t值	-24.55	-10.21	-5.83	-19.70
		P值	0.00	0.00	0.00	0.00

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