評估我國職校學生安全認知、態度及自我效能

Evaluation of Occupational Safety Knowledge, Attitudes and Self-efficacy for Taiwanese Vocational School Students

陳姚萍(Yao-Ping Chen)

指導教授 ： 王理

中山醫學大學/健康管理學院/公共衛生學系碩士班/碩士(2014年)

https://doi.org/10.6834/CSMU.2014.00106

摘要

研究目的: 本研究目的在探討我國高級職業學校學生在接受兩年職業安全教育後，青少年們對於職場安全的知識、態度與其自我效能的改變。
材料與方法: 本研究對象為中部地區三所高級中等職業學校學生，包括日校及進修部學生共13個科別，人數共1200人，平均年齡為15~24歲。以工作安全衛生量表(Work Safety Scale)的問卷題目：自身安全因素、同學或同事安全因素、老師或主管領導安全因素、組織管理安全因素及設備環境安全因素，以及自我設計的自我效能量表表進行測量。本研究實施三次問卷評量，第一次於一年級入學時職業安全教育課前進行；第二次於一年級下學期期末進行；第三次於二年級下學期期末進行。統計分析以配對T檢定檢驗各項題目在時間上作答的差異；以Repeat ANOVA檢驗這六大類在時間上作答的差異。
研究結果: 以Repeat ANOVA檢驗的學生在這三次六大類整體學習成效，本研究發現「老師或主管領導安全因素」及「自我效能因素」在接受兩年職業安全教育後分數下降（p＜0.001），其餘自身安全因素、同學或同事安全因素、組織管理安全因素及設備環境安全因素均未達統計顯著。然而，以配對T檢定這四大類的各個項目，本研究發現在「自身安全因素」15個問題中有9個問題在接受兩年職業安全教育後，分數改變並有統計顯著；在「同學或同事安全因素」8個問題中有3個問題在接受兩年職業安全教育後，分數改變並有統計顯著；在「組織管理安全因素」22個問題中有16個問題在接受兩年職業安全教育後，分數改變並有統計顯著；在「設備環境安全因素」12個問題中有9個問題在接受兩年職業安全教育後，分數改變並有統計顯著。
結論: 經過兩年的職業安全教育之後，青少年意識到職業安全的重要，也省思在職場對於職業安全有哪些的不足。我們技職教育仍是以技術教導為導向，對於青少年職業安全似乎較不重視；由此研究我們要給技職教育的建議是，是否要再整體評估職業安全課程，並了解其成效。

關鍵字

職業安全教育 ； 青少年職場安全評估 ； 青少年職業傷害

並列摘要

Objective: The objective of this study is to investigate students’ knowledge of occupational safety, attitude toward workplace safety, and self-efficacy afterreceiving two years of occupational safety education in vocational high school.
Materials and Methods: Test subjects are from three vocational high schools in central Taiwan including day and evening divisions. Schools have thirteen departments and 1,200 students with ages ranging from between 15 to 24. The design of this study is based on the Hayes work health and safety scale (Work Safety Scale) which has categories grouped by personal safety, colleague safety, manager safety, theorganization and management of safety, equipment and environmental safety and an additional self-efficacy category added by researcher. The students were assessed at baseline (before the educational class started in the first semester), after a one-year educational class and after a two-year educational class. We used the repeat ANOVA to compare the difference in three different times in each group and the paired T test to compare the item difference in three different times in each groups.
Results: By using the repeat ANOVA, we found the scores of manager safety andself-efficacy declined ( p＜0.001), after receiving two years occupational safety education. However, personal safety, colleague safety, the organization andmanagement of safety, and the equipment and environmental safety groups did not exhibit differences. By using the paired T test, we found there were 9 items out of 15 under personal safety, and 3 items out of 8 under colleague safety that hadsignificant differences; 16 items out of 22 for organization and management of safety and 9 items out of 12 for equipment and environmental safety had significantdifferences.
Conclusion：After receiving two years of occupational safety education, the teenagers not only realized the importance of occupational safety, but also recognized the deficiencies of occupational safety in the workplace. In the past, our technical and vocational education has emphasized technical training, but not so much occupational safety. From this study, we suggest revisiting and evaluating occupational safety education courses so that courses are more efficient and effective for students.

並列關鍵字

Occupational safety education ； young people workplace safety assessment ； young people occupational injury

參考文獻

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