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目的了解北京市东城区小学生用眼习惯与负担,探讨健康信念模型与家长防近行为的关系。方法采用分层整群随机抽样方法,抽取北京市东城区6所小学二~六年级的825名学生家长,采用自行设计的小学生视力相关健康行为调查问卷,调查学生的近视相关健康行为以及家长知信行与健康教育需求。结果 12.00%的学生经常躺着或趴着看书,17.70%的学生学习时很少或几乎不同时开台灯和日常照明灯,感觉眼疲劳后仍继续看书的学生占12.61%;学生用眼时间较长、负担较重,83.27%的学生参加课外补习班或兴趣班,每天放学后户外活动不足1 h的学生占43.08%,42.77%的学生睡眠不足9 h。用通径分析方法对家长防近行为的健康信念模型分析结果显示,感知的益处(Py6=0.136 1)、自我效能(Py8=0.520 6)和提示因素(Py9=0.095 3)这3个变量对防近行为起到正向直接影响,感知的障碍(Py7=-0.069 8)对其呈负向直接影响(P值均<0.05);而易感性和严重性与防近行为均无统计学意义(P值均>0.05);社会人口学特征中家长的文化程度通过行为益处认知对防近行为的间接影响具有统计学意义(P<0.01)。结论家长态度对于学生用眼习惯的养成起到至关重要的作用。通过有针对性的健康教育增强家长的健康信念,可以促进家长对学生视力保护行为的实施。
Objective To understand the habits and burdens of pupils in Dongcheng District, Beijing, and to explore the relationship between health beliefs model and parental defense behavior. Methods A stratified cluster random sampling method was adopted to collect 825 parents from 6 grades to 6 grades in 6 primary schools in Dongcheng District of Beijing. Self-designed eyesight-related health behavior questionnaire was used to investigate the students ’myopia-related health behavior and parents’ Credit and health education needs. As a result, 12.00% of the students often lay or lie on their hands and read books, while 17.70% of the students had little or no time to start the daylight lamp and daily light when learning. 12.61% 83.27% of the students took part in extra-curricular classes or classes of interest, 43.08% of them took outdoor activities for less than 1 hour after school, and 42.77% of students slept for less than 9 hours per day. The analysis of the health belief model of pathophysiological behavior of parents using near-path analysis showed that the perceived benefits (Py6 = 0.136 1), self-efficacy (Py8 = 0.520 6) and cueing factor (Py9 = 0.095 3) There was a positive and direct effect on the behavior of the patients in the near future, and the perceived disorder (Py7 = -0.069 8) had a direct and negative effect on them (P <0.05). However, the susceptibility and severity were not statistically significant (P> 0.05). The indirect effect of parental educational attainment on behavioral benefits was statistically significant (P <0.01) in socio-demographic characteristics. Conclusion The attitude of parents plays an important role in the development of students’ eye habits. Through targeted health education to enhance parents ’health beliefs, parents can promote the implementation of students’ eyesight protection behavior.