论文部分内容阅读
目的了解初中生屏前行为与特质焦虑的关系,为开展学生行为干预提供依据。方法采取二阶段随机整群抽样的方法,抽取上海市9所中学六~九年级的4 196名学生为研究对象,并采用二分类Logistic回归分析,分析过长屏前行为与中学生特质性焦虑的关系。结果学生在1周内平均每天的屏前时间是2.68 h,男生(2.92 h)高于女生(2.47 h)(t=6.508,P=0.000),不同年龄组间差异有统计学意义(F=4.634,P=0.001)。51.5%的调查对象平均每天屏前时间≥2 h。在屏前时间≥3 h的情况下,学习压力、不良环境影响、自卑倾向和人际困扰与过长屏前行为有关(OR值分别为1.014,1.030,0.979,1.040)。结论过长的屏前行为在青少年中普遍存在,与青少年的焦虑有关,应在行为干预中考虑心理因素的影响。
Objective To understand the relationship between junior high school students ’pre-screen behavior and trait anxiety, and to provide the basis for students’ behavior intervention. Methods A total of 4 196 students aged from 6 to 9 in 9 middle schools in Shanghai were studied by two-stage random cluster sampling method. Logistic regression analysis was used to analyze the relationship between long-screen behavior and middle school students’ idiosyncratic anxiety relationship. Results The average daily screen time was 2.68 h in one week, 2.92 h in boys (2.47 h) (t = 6.508, P = 0.000), and the difference was statistically significant among different age groups (F = 4.634, P = 0.001). 51.5% of the respondents on average daily screen time ≥ 2 h. In the case of ≥3 h before the screen time, learning stress, adverse environmental impact, tendency to self-esteem and interpersonal disturbance were associated with long-term pre-screen behaviors (OR = 1.014,1.030,0.979,1.040, respectively). Conclusion Excessive pre-screen behavior is prevalent in adolescents and is related to adolescent anxiety. Psychological factors should be considered in behavioral interventions.