高中生结核病防治知识态度行为性别差异分析

缪志鹏; 汪义锦; 袁寒艳; 宋美芳; 金子灿; 吴亦斐; 陈馨仪; 程庆林

doi:10.16835/j.cnki.1000-9817.2024339

高中生结核病防治知识态度行为性别差异分析

doi: 10.16835/j.cnki.1000-9817.2024339

1.
杭州市拱墅区疾病预防控制中心/杭州市拱墅区卫生监督所艾滋病结核病防制科，浙江 310022
2.
杭州市疾病预防控制中心/杭州市卫生监督所结核病防制所
3.
浙江省疾病预防控制中心结核病防制所

基金项目:

浙江省医药卫生科技计划项目 2023KY642

杭州市医药卫生科技计划项目 A20200280

拱墅区医药卫生科研计划项目 B202112

详细信息

作者简介:
缪志鹏(1995-)，男，安徽淮南人，大学本科，医师，主要从事学校结核病防控工作

通讯作者:
陈馨仪，E-mail: chenxy@cdc.zj.cn

程庆林，E-mail: qinglincheng@hzcdc.com.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 R52 G479
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- 被引次数: 0
出版历程
- 收稿日期: 2024-09-30
- 修回日期: 2024-10-18
- 网络出版日期: 2024-12-10
- 刊出日期: 2024-11-15

Analysis of gender differences in knowledge, attitudes and behaviors regarding tuberculosis prevention and control among high school students

1.
Department of AIDS/TB Control and Prevention, Hangzhou Gongshu District Center for Disease Control and Prevention/Hangzhou Gongshu District Health Supervision Institution, Hangzhou (310022), Zhejiang Province, China

摘要

摘要: 目的对高中生结核病防治知识态度行为现状及其相互关系进行探讨，比较不同性别学生的差异，为精准开展高中学校结核病防控提供科学依据。方法 2024年4—5月，采用分层整群随机抽样方法，对杭州市拱墅区内10所高中1 912名学生采用自编结核病防治知识态度行为问卷进行电子问卷调查，采用AMOS 26.0软件进行结构方程模型的构建，并比较性别之间的差异。结果拱墅区高中生结核病核心知识总知晓率为76.62%，女生的结核病核心知识(6.28±1.44)、防治态度(6.02±1.84)、防治行为(6.38±2.11)得分均高于男生(5.96±1.74，5.59±2.21，6.15±2.23)(t值分别为4.31，4.64，2.25，P值均 < 0.05)。结构方程模型显示，男生群体知识对行为、态度的正向作用强，总效应值分别为0.963和0.819；态度对行为的正向作用较弱，总效应值为0.186；女生群体态度对行为、知识产生正向作用，总效应值分别为0.479和0.222。结论不同性别高中生结核病防治知信行结构方程模型中知识、态度和行为的作用路径和作用强度不同。对于不同性别高中生结核病健康教育应该采取分类实施的策略。
- 结核 /
- 健康知识，态度，实践 /
- 性别分布 /
- 学生
Abstract: Objective To explore the current status of knowledge, attitudes and practices (KAP) regarding tuberculosis(TB)prevention and control among high school students, and to compare differences between male and female students, so as to provide a scientific basis for targeted TB prevention and control measures in high schools. Methods From April to May 2024, a stratified cluster random sampling method was employed to conduct an electronic questionnaire survey among 1 912 students from 10 high schools using a-compiled questionnaire on KAP towards TB prevention and control. The AMOS 26.0 software was utilized to construct structural equation modeling (SEM) and compared the difference among genders. Results The overall awareness rate of core TB knowledge among high school students in Gongshu District was 76.62%. Additionally, core knowledge about TB (6.28±1.44), prevention attitudes (6.02±1.84), and prevention practices (6.38±2.11) scores of female students were higher than those of male students (5.96±1.74, 5.59±2.21, 6.15±2.23) (t=4.31, 4.64, 2.25, P < 0.05). The SEM showed that knowledge had a strong positive impact on practices and attitudes among boys, with total effect values of 0.963 and 0.819, respectively; while the positive influence of attitudes on practices was relatively weak, with a total effect value of 0.186. Among girls, attitudes had a positive impact on practices and knowledge, with total effect values of 0.479 and 0.222, respectively. Conclusions The pathways and strengths of influence of KAP in the SEM of TB prevention and control differ between male and female high school students. Therefore, differentiated strategies should be implemented for TB health education targeting male and female high school students.
- Tuberculosis /
- Health, knowledge, attitudes practice /
- Sex distribution /
- Students
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表 1 不同性别高中生结核病防治知信行模型整体拟合效果

Table 1. Overall fitting effect of knowledge, attitude and practice model of tuberculosis prevention and control among high school students of different genders

性别	人数	CMIN/DF	RMSEA	GFI	AGFI	CFI	IFI
男	887	3.35	0.05	0.97	0.95	0.95	0.95
女	1 025	3.56	0.05	0.97	0.96	0.94	0.94

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表 2 不同性别高中生结核病防治知识、态度与行为的标化效应系数

Table 2. Standardized effect coefficients of knowledge, attitude and practice of tuberculosis among high school students of different genders

性别	人数	影响路径	直接效应	间接效应	总效应
男生	887	知识→态度	0.405	0.414	0.819
		知识→行为	0.765	0.198	0.963
		态度→知识	-0.398	-0.677	-1.075
		态度→行为	0.490	-0.304	0.186
		行为→知识	-1.382	-0.215	-1.597
		行为→态度	0.541	-0.560	-0.019
女生	1 025	态度→知识	0.231	-0.009	0.222
		态度→行为	0.479	—	0.479
		行为→知识	-0.018	—	-0.018

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