Correlation between eHealth literacy and physical fitness of college students
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摘要:
目的 了解大学生电子健康素养和体质健康现状并探讨两者的关系，为提高其体质健康水平提供依据。 方法 采用分层随机整群抽样法，于2021年10—12月抽取东莞市广东医科大学、东莞理工学院、东莞职业技术学院、东莞城市学院4所高校1 446名大一至大三年级学生，进行电子健康素养问卷调查和体质健康测试。 结果 大学生电子健康素养总分为(29.72±6.19)分，合格率为48.8%，各维度得分分别为应用能力(18.57±4.10)分、评判能力(7.48±1.67)分、决策能力(3.67±0.91)分。不同生源地、家庭教养方式和参加户外运动频率大学生电子健康素养得分差异均有统计学意义(t/F值分别为-2.44，3.51，10.19，P值均 < 0.05)。大学生体质健康测试平均分为(73.20±7.86)分，不及格率为5.0%、及格率为77.0%，良好率为17.1%，优秀率为0.8%，不同性别、年级、参加户外运动频率大学生体质健康测试的等级差异均有统计学意义(Z值分别为-2.27，8.75，39.90，P值均 < 0.05)。Pearson相关分析显示，大学生电子健康素养及应用能力、评判能力、决策能力3个维度与体质健康测试总分均呈正相关(r值分别为0.17，0.18，0.16，0.19，P值均 < 0.01)。多元线性回归分析显示，在排除了性别、年级、参加户外运动频率的混杂因素后，电子健康素养应用能力、评判能力、决策能力与体质健康测试总分均呈正相关(β值分别为0.13，0.12，0.12，P值均 < 0.05)。 结论 大学生体质健康与电子健康素养有关，促进大学生电子健康素养水平有利于提高大学生体质健康状况。 Abstract:Objective To understand the current situation and association of eHealth literacy with physical health of college students, so as to provide a basis for physical health improvement. Methods By using stratified random clustering sampling method, a total of 1 446 students from first to third year of college in four colleges and universities in Dongguan were selected for the eHealth literacy questionnaire and physical fitness test. Results The average eHealth literacy score of college students was(29.72±6.19), with a pass rate of 48.8%. The scores for each dimension were application ability (18.57±4.10), judgment ability (7.48±1.67), and decision-making ability (3.67±0.91). The differences in eHealth literacy scores among college students with different birthplaces, family upbringing and frequency of participation in outdoor sports were statistically significant(t/F=-2.44, 3.51, 10.19, P < 0.05). The mean score of physical fitness was (73.20±7.86), with a failure rate of 5.0%, a passing rate of 77.0%, a success rate of 17.1%, and an excellent rate of 0.8%. The differences in scores of physical fitness test varied significantly by gender, grade, and frequency of participation in outdoor sports(Z=-2.27, 8.75, 39.90, P < 0.05). Pearson correlation analysis showed that eHealth literacy and the three dimensions of application ability, judgment ability, and decision-making ability were positively correlated with total physical fitness test scores(r=0.17, 0.18, 0.16, 0.19, P < 0.01). Multiple linear regression analysis showed that after adjusted for gender, grade, and frequency of participation in outdoor sports, eHealth literacy application ability, judgment ability, and decision-making ability could significantly and positively affect physical fitness test score(β=0.13, 0.12, 0.12, P < 0.05). Conclusion Physical fitness of college students is associated with eHealth literacy, promotion of eHealth literacy among college students help improve physical health status. -
Key words:
- Health education /
- Body constitution /
- Regression analysis /
- Health promotion /
- Students
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表 1 不同人口统计学特征大学生电子健康素养总分及各维度得分差异(x±s)
Table 1. Differences in the total eHealth literacy scores and the scores of each dimension among college students with different characteristics(x±s)
人口统计学指标 选项 人数 统计值 应用能力 评判能力 决策能力 总分 性别 男 209 18.67±4.11 7.66±1.68 3.80±0.87 30.13±6.29 女 1 237 18.56±4.10 7.44±1.67 3.65±0.91 29.65±6.18 t值 0.37 1.73 2.24 1.04 P值 0.71 0.08 0.03 0.30 年级 大一 630 18.73±3.97 7.55±1.68 3.71±0.91 29.99±6.06 大二 502 18.34±4.35 7.38±1.76 3.61±0.96 29.34±6.62 大三 314 18.63±3.96 7.47±1.51 3.69±0.83 29.79±5.74 F值 1.24 1.42 1.61 1.55 P值 0.29 0.24 0.20 0.21 生源地 农村 1 067 18.42±4.09 7.42±1.65 3.65±0.91 29.48±6.12 城市 379 19.00±4.11 7.65±1.71 3.74±0.92 30.39±6.37 t值 -2.38 -2.32 -1.63 -2.44 P值 0.02 0.02 0.10 0.02 是否独生子女 否 1 310 18.54±4.11 7.46±1.66 3.66±0.91 29.66±6.18 是 136 18.84±4.05 7.64±1.78 3.81±0.90 30.29±6.32 t值 -0.80 -1.20 -1.82 -1.12 P值 0.43 0.23 0.07 0.26 家庭教养方式 忽视型 177 17.85±4.05 7.19±1.68 3.44±0.92 28.47±6.12 溺爱型 31 17.77±4.07 6.97±1.85 3.55±0.72 28.29±6.30 权威型 1 150 18.69±4.08 7.51±1.66 3.71±0.90 29.91±6.17 专制型 88 18.78±4.33 7.72±1.65 3.70±0.97 30.20±6.39 F值 2.63 3.49 4.99 3.51 P值 0.04 0.02 ＜0.01 0.02 参加户外运动频率 几乎不参加 143 17.64±4.09 7.01±1.69 3.46±0.89 28.11±5.98 偶尔参加 1 080 18.50±3.96 7.47±1.61 3.65±0.88 29.62±5.95 经常参加 223 19.54±4.60 7.79±1.89 3.90±1.01 31.23±7.13 F值 10.17 9.67 11.27 10.19 P值 ＜0.01 ＜0.01 ＜0.01 ＜0.01 
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表 2 不同人口统计学特征大学生体质健康测试等级差异
Table 2. Differences in physical fitness test levels of college students with different characteristics
人口统计学指标 选项 人数 不及格 及格 良好 优秀 Z值 P值 性别 男 209 23(11.0) 152(72.7) 29(13.9) 5(2.4) -2.27 0.02 女 1 237 50(4.0) 962(77.8) 218(17.6) 7(0.6) 年级 大一 630 25(4.0) 473(75.1) 128(20.3) 4(0.6) 8.75 0.01 大二 502 24(4.8) 402(80.1) 72(14.3) 4(0.8) 大三 314 24(7.6) 239(76.1) 47(15.0) 4(1.3) 生源地 农村 1 067 48(4.5) 821(76.9) 187(17.5) 11(1.0) -1.65 0.10 城市 379 25(6.6) 293(77.3) 60(15.8) 1(0.3) 是否独生子女 否 1 310 59(4.5) 1 021(77.5) 219(16.7) 11(0.8) -0.32 0.75 是 136 14(10.3) 93(68.4) 28(20.6) 1(0.7) 家庭教养方式 忽视型 177 11(6.2) 137(77.4) 27(15.3) 2(1.1) 0.74 0.87 溺爱型 31 0 27(87.1) 4(12.9) 0 权威型 1 150 57(5.0) 885(77.0) 198(17.1) 10(0.9) 专制型 88 5(5.7) 65(73.9) 18(20.4) 0 参加户外运动频率 几乎不参加 143 13(9.1) 116(81.1) 14(9.8) 0 39.90 ＜0.01 偶尔参加 1 080 51(4.6) 857(79.4) 166(15.4) 6(0.6) 经常参加 223 9(4.1) 141(63.2) 67(30.0) 6(2.7) 注：()内数字为构成比/%。
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表 3 大学生电子健康素养总分、各维度得分及体质健康测试总分之间的相关性(r值，n=1 446)
Table 3. Correlation between the total eHealth literacy score, each dimension score and the total physical fitness test score of college students(r, n=1 446)
变量 电子健康素养总分 应用能力 评判能力 决策能力 应用能力 0.97 评判能力 0.89 0.76 决策能力 0.82 0.69 0.80 体质健康测试总分 0.17 0.18 0.16 0.19 注：P值均＜0.01。
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表 4 大学生体质健康水平影响因素的多元线性回归分析(n=1 446)
Table 4. Multiple linear regression analysis of factors influencing physical fitness level of college students(n=1 446)
常量与自变量 选项 B值 标准误 β值 t值 P值 常量 68.02 1.29 52.68 ＜0.01 应用能力 0.60 0.23 0.13 2.61 0.01 评判能力 1.03 0.38 0.12 2.73 0.01 决策能力 0.50 0.22 0.12 2.98 ＜0.01 性别 女 3.51 0.59 0.16 5.95 ＜0.01 年级 大二 -0.83 0.46 -0.05 -1.81 0.07 大三 -1.75 0.53 -0.09 -3.33 ＜0.01 参加户外运动频率 偶尔参加 2.34 0.68 0.13 3.43 ＜0.01 经常参加 6.07 0.84 0.28 7.21 ＜0.01
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