初中生全面性教育知识水平现况及其影响因素分析

朱璠; 汪培; 郭雪儿; 刘思辰; 李远骋; 贾碧波; 朱桂因; 马迎华

doi:10.16835/j.cnki.1000-9817.2022.07.009

初中生全面性教育知识水平现况及其影响因素分析

doi: 10.16835/j.cnki.1000-9817.2022.07.009

北京大学公共卫生学院, 儿童青少年卫生研究所, 北京 100191

详细信息

作者简介:
朱璠(1995-)，女，河南开封人，在读硕士，主要研究方向为儿童青少年生长发育及其影响因素

通讯作者:
马迎华，E-mail：yinghuama@bjmu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R 179 G 627.8
计量
- 文章访问数: 502
- HTML全文浏览量: 216
- PDF下载量: 61
- 被引次数: 0
出版历程
- 收稿日期: 2021-11-05
- 修回日期: 2021-12-22
- 网络出版日期: 2022-07-27
- 刊出日期: 2022-07-25

Comprehensive sexuality education knowledge and associated factors among middle school students

School of Public Health, Institute of Child and Adolescent Health, Peking University, Beijing (100191), China

摘要

摘要: 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。
- 性教育 /
- 知识 /
- 健康教育 /
- 回归分析 /
- 学生
Abstract: 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.
- Sex education /
- Knowledge /
- Health education /
- Regression analysis /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

HTML全文

表 1 不同组别初中生全面性教育知识得分比较(x±s)

Table 1. Comparison of CSE knowledge scores among junior middle school students of different groups(x±s)

组别	选项	人数	得分	t/F值	P值
性别	男	2 082	12.12±3.19	-7.30	＜0.01
	女	2 463	12.28±3.01
地区	北京	933	11.97±3.03	18.13	＜0.01
	辽宁	819	11.92±3.31
	四川	461	11.28±3.03
	重庆	840	12.52±2.91
	云南	715	12.77±2.95
	河南	777	12.47±3.15
年级	初一	1 996	11.63±3.14	28.46	＜0.01
	初二	1 517	12.64±3.06
	初三	1 032	12.69±3.16
是否欺凌过他人	是	602	12.31±3.00	0.01	0.94
	否	3 943	12.17±3.14
是否被他人欺凌过	是	1 353	12.31±3.00	3.79	0.07
	否	3 192	12.17±3.14
是否在家接受过性教育	是	2 655	12.67±2.88	35.10	＜0.01
	否	1 890	11.56±3.27
是否在校接受过性教育	是	3 325	12.63±2.91	28.78	＜0.01
	否	1 220	11.05±3.29
是否有必要展开全面性教育	非常没必要	163	12.02±3.24	74.27	＜0.01
	没必要	118	11.26±3.51
	不清楚	727	10.23±3.45
	有必要	2 007	12.37±2.87
	非常有必要	1 530	13.03±2.71
是否对青春期第二性征发育	是	980	12.19±2.91	-8.82	＜0.01
感到害羞自卑	否	3 565	12.21±3.15
是否主动上网搜索过性教育	是	1 840	12.71±2.94	10.55	0.01
相关内容	否	2 705	11.86±3.15

下载: 导出CSV

表 2 初中生自我报告欺凌情况与全面性教育知识影响因素间关联分析

Table 2. Correlation analysis of bullying and correct rate of some knowledge items in CSE among junior middle school students

自我报告欺凌情况	选项	人数	统计值	任何形式的暴力，都违反法律法规		可以用有色眼镜看待“不合群”的人		是否对青春期第二性征发育感到害羞自卑
自我报告欺凌情况	选项	人数	统计值	是	否	是	否	是	否
是否欺凌过他人	是	602		550(91.36)	52(8.64)	119(19.77)	483(80.23)	210(34.88)	392(65.12)
	否	3 943		3 689(93.56)	254(6.44)	565(14.33)	33 78(85.67)	770(19.53)	3 173(80.47)
			χ²值	4.01		12.08		8.82
			P值	＜0.05		＜0.01		＜0.01
是否曾被他人欺凌过	是	1 353		1 259(93.05)	94(6.95)	216(15.96)	1 137(84.04)	422(31.19)	931(68.81)
	否	3 192		2 980(93.36)	212(6.64)	468(14.66)	2 724(85.34)	558(17.48)	2 634(82.52)
			χ²值	0.14		1.26		105.59
			P值	0.71		0.26		＜0.01
注：()内数字为构成比/%。

下载: 导出CSV

表 3 全面性教育知识得分的多元线性回归分析(n=4 545)

Table 3. Multiple linear regression analysis of influencing factors of CSE knowledge score(n=4 545)

自变量	选项	B值	标准误	B值95%CI	P值
是否在家接受过性教育	否	-0.97	0.09	-1.15~-0.79	＜0.01
是否在校接受过性教育	否	-1.32	0.11	-1.53~-1.12	＜0.01
是否主动上网搜索过性教育相关知识	否	-0.66	0.09	-0.84~-0.84	＜0.01
是否会对青春期第二性征发育感到自卑	否	0.12	0.11	-0.10~0.34	0.28
是否有必要开展全面性教育	否	0.65	0.05	0.56~0.74	＜0.01

下载: 导出CSV

参考文献(19)

[1]	UNESCO. International technical guidance on sexuality education[R]. Paris: UNESCO, 2018.
[2]	马迎华. 中国青少年学生艾滋病防控的关键要素[J]. 中国学校卫生, 2020, 41(12): 1761-1766, 1771. doi: 10.16835/j.cnki.1000-9817.2020.12.001 MA Y H. Key factors of AIDS prevention and control among adolescent students in China[J]. Chin J Sch Health, 2020, 41(12): 1761-1766, 1771. doi: 10.16835/j.cnki.1000-9817.2020.12.001
[3]	刘文利, 刘爽. 论我国普及中小学性教育的展望与实现[J]. 教育科学研究, 2019(7): 83-90. https://www.cnki.com.cn/Article/CJFDTOTAL-JYKY201907016.htm LIU W L, LIU S. On the prospect and realization of popularizing sex education in primary and secondary schools in China[J]. Educ Sci Res, 2019(7): 83-90. https://www.cnki.com.cn/Article/CJFDTOTAL-JYKY201907016.htm
[4]	马迎华. 倡导HIV主动检测加强青少年性健康教育[J]. 中国学校卫生, 2018, 39(12): 1761-1765. doi: 10.16835/j.cnki.1000-9817.2018.12.001 MA Y H. Advocating HIV testing, strengtheninging adolescent sexuality education[J]. Chin J Sch Health, 2018, 39(12): 1761-1765. doi: 10.16835/j.cnki.1000-9817.2018.12.001
[5]	教育部. 未成年人学校保护规定[J]. 中华人民共和国国务院公报, 2021(29): 78-85. https://www.cnki.com.cn/Article/CJFDTOTAL-SXJJ202109004.htm Ministry of Education. Regulations on the protection of schools for minors[J]. Bullet State Council PRC, 2021(29): 78-85. https://www.cnki.com.cn/Article/CJFDTOTAL-SXJJ202109004.htm
[6]	管凯. 家庭社会经济地位、家庭功能与父母教养方式对幼儿社会技能的影响[D]. 上海: 上海师范大学, 2018. GUAN K. The influence of family socioeconomic status, family function and parenting style on children's social skills[D]. Shanghai: Shanghai Normal University, 2018.
[7]	胡牡丽, 王孟成, 蔡琳, 等. 青少年主观社会经济地位量表的初步编制[J]. 中国临床心理学杂志, 2012, 20(2): 155-157, 161. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201202005.htm HU M L, WANG M C, CAI L, et al. Development of subjective socioeconomic status scale for chinese adolescents[J]. Chin J Clin Psychol, 2012, 20(2): 155-157, 161. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201202005.htm
[8]	DONG Y, WANG L, BURGNER D P, et al. Infectious diseases in children and adolescents in China: analysis of national surveillance data from 2008 to 2017[J]. BMJ, 2020, 369: m1043.
[9]	郭凌风, 肖瑶, 芦鸣祺, 等基于全面性教育的初中生性知识态度和行为调查[J]. 中国学校卫生, 2020, 41(10): 1455-1458. doi: 10.16835/j.cnki.1000-9817.2020.10.004 GUO L F, XIAO Y, LU M Q, et al. A survey of sexual knowledge, attitude and behavior in junior middle school based on comprehensive sex education[J]. Chin J Sch Health, 2020, 41(10): 1455-1458. doi: 10.16835/j.cnki.1000-9817.2020.10.004
[10]	黄亮, 赵德成. 中学校园欺凌: 现状、后果及其应对策略: 基于中国四省(市)与OECD国家数据的研究[J]. 现代教育管理, 2018(12): 102-106. https://www.cnki.com.cn/Article/CJFDTOTAL-LNGD201812021.htm HUANG L, ZHAO D C. School bullying: current situation, consequences and coping strategies: based on the data of four provinces and OECD countries[J]. Mod Educ Manag, 2018(12): 102-106. https://www.cnki.com.cn/Article/CJFDTOTAL-LNGD201812021.htm
[11]	纪艳婷. 中学生校园欺凌及其与家庭教养方式、自尊的关系研究[D]. 哈尔滨: 哈尔滨师范大学, 2018. JI Y T. School bullying and its relationship with family rearing style and self-esteem of middle school students[D]. Harbin: Harbin Normal University, 2018.
[12]	茹福霞, 殷映群, 杨丽霞, 等. 江西省中学生校园欺凌行为特征及影响因素分析[J]. 中国学校卫生, 2018, 39(11): 1655-1660. doi: 10.16835/j.cnki.1000-9817.2018.11.015 RU F X, YIN Y Q, YANG L X, et al. Campus bullying behaviors among middle school students in Jiangxi[J]. Chin J Sch Health, 2018, 39(11): 1655-1660. doi: 10.16835/j.cnki.1000-9817.2018.11.015
[13]	GIATTI L, CAMELO LDO V, RODRIGUES J F, et al. Reliability of the MacArthur scale of subjective social status-Brazilian Longitudinal Study of Adult Health (ELSA-Brasil)[J]. BMC Public Health, 2012, 12: 1096.
[14]	RARICK J R D, DOLAN C T, HAN W J, et al. Relations between socioeconomic status, subjective social status, and health in Shanghai, China[J]. Social Sci Quart, 2018, 99(1): 390-405.
[15]	RUSSELL M A, ODGERS C L. Adolescents' subjective social status predicts day-to-day mental health and future substance use[J]. J Res Adolesc, 2020, 30(S2): 532-544.
[16]	BHARAT V, HABARTH J, KELEDJIAN N, et al. Association between subjective social status and facets of depression self-stigma[J]. J Commun Psychol, 2020, 48(3): 1059-1065.
[17]	李相南, 李志勇, 张丽. 青少年社会支持与攻击的关系: 自尊、自我控制的链式中介作用[J]. 心理发展与教育, 2017, 33(2): 240-248. https://www.cnki.com.cn/Article/CJFDTOTAL-XLFZ201702013.htm LI X N, LI Z Y, ZHANG L. The relationship between social support and aggression: the mediating role of self-esteem and self-control[J]. Psychol Dev Educ, 2017, 33(2): 240-248. https://www.cnki.com.cn/Article/CJFDTOTAL-XLFZ201702013.htm
[18]	施春华, 王一茜, 张静, 等. 初中生自尊和网络攻击行为的关系: 人际关系的中介作用[J]. 中国健康心理学杂志, 2017, 25(5): 704-709. https://www.cnki.com.cn/Article/CJFDTOTAL-JKXL201705018.htm SHI C H, WANG Y Q, ZHANG J, et al. Relationship between self-esteem and cyber aggression behavior among junior high school students: the mediation effect of interpersonal relationship[J]. Chin J Health Psychol, 2017, 25(5): 704-709. https://www.cnki.com.cn/Article/CJFDTOTAL-JKXL201705018.htm
[19]	杨斌, 武春雷, 王博, 等. 青少年传统欺凌、网络欺凌与心理健康的关系研究[J]. 现代预防医学, 2020, 47(4): 673-677. https://www.cnki.com.cn/Article/CJFDTOTAL-XDYF202004024.htm YANG B, WU C L, WANG B, et al. Research on the relationship between traditional bullying, cyber bullying and mental health of adolescents[J]. Mod Prev Med, 2020, 47(4): 673-677. https://www.cnki.com.cn/Article/CJFDTOTAL-XDYF202004024.htm