透過您的圖書館登入
IP:44.192.38.143
  • 學位論文

台北市國中教師健康促進生活型態與個人因素、認知因素之相關研究

Relationships among Health-Promoting Lifestyles, Personal factors and Cognitive factors of Teachers

指導教授 : 賴香如
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


本研究目的在瞭解台北市國中教師健康促進生活型態現況,並探討個人因素、健康行為自我效能、健康促進行為利益、健康促進行為障礙與健康促進生活型態的關係。採集群抽樣選出8所學校842名教師為樣本。以結構式自填問卷進行調查,得有效樣本439份,有效回收率為52.1%。所得資料以t檢定、單因子變異數分析、皮爾森積差相關、階層迴歸等方式進行分析。重要研究結果歸納如下: 一、研究對象健康促進生活型態標準化得分為56.1,六層面得分高低依序為人際關係、靈性成長、營養、壓力處理、健康責任和身體活動。 二、研究對象自覺健康狀況為中間偏正向,健康促進行為利益標準化得分為88.8,健康促進行為障礙標準化得分為63.3,健康行為自我效能標準化得分為72.1。 三、男性、有參與健康促進課程、自覺健康狀況越佳者,健康促進生活型態越佳。 四、健康促進行為利益、健康行為自我效能與健康促進生活型態呈正相關;健康促進行為障礙與健康促進生活型態呈負相關。 五、個人因素和認知因素共可解釋健康促進生活型態總變異量的57.9%。自覺健康狀況、健康促進行為利益和障礙、健康行為自我效能為重要預測變項,且以健康行為自我效能影響最大。 建議教育單位透過辦理健康促進研習或活動、降低行為障礙、增進自我效能,以促國中教師落實健康促進生活型態,特別是身體活動、健康責任和壓力處理行為。

並列摘要


The purposes of this study were to investigate the health-promoting lifestyles and to explore its relationship with personal factors and cognitive factors of Taipei junior high school teachers. By cluster sampling, teachers from 8 schools were surveyed. Only 439 provided valid data (52.1% response rate) through self-administered structural questionnaire. The data was analyzed by t-test, one-way ANOVA, Person’s product-moment correlation and hierarchical regression. The major results were as follows: 1.The index of health-promoting lifestyles was 56.1. Among the 6 subscales, the highest was interpersonal relations, followed by spiritual growth, nutrition, stress management, health responsibility, and physical activity. 2.The level of perceived health status was above average. The index of perceived benefit and barrier were 88.8 and 63.3, respectively. The index of self-efficacy was 72.1. 3.Male, attended health-promoting lessons recently, perceived healthier had better health-promoting lifestyles. 4.Perceived benefit and self-efficacy were positively related to health- promoting lifestyles. Perceived barrier were negatively related to health-promoting lifestyles. 5.Personal factors and cognitive factors could explain 57.9% of the variance of health-promoting lifestyles. Perceived health status, perceived benefit and barrier, and self-efficacy were the significant predictors. It is recommended to enhance teachers’ physical activity, health responsibility and stress management by providing health-promoting program, reducing perceived barrier and enhancing self-efficacy.

參考文獻


黃毓華、邱啟潤(1997)。高雄地區大學生健康促進生活型態之預測因子。中華公共衛生雜誌,16(1),24-36。
江東亮、余玉眉(1994)。健康促進:國民健康的新方向。中華公共衛生雜誌,13(5),381-387。
行政院衛生署(1993)。衛生白皮書。台北:行政院衛生署。
黃錫美(2006)。潘德氏健康促進模式之介紹。北市醫學雜誌,3(9),17-22。
林雅雯、游琇茜、翁政玉、黃于晏、楊琇惠、劉智綱(2003)。醫院員工健康促進生活型態及其決定因素之探討-以新竹某區域教學醫院為例。醫務管理期刊,4(4),77-90。

被引用紀錄


梁慶梅(2012)。臺中市國小教師職場疲勞及其相關因素研究〔碩士論文,中臺科技大學〕。華藝線上圖書館。https://doi.org/10.6822%2fCTUST.2012.00027
楊伊蓉(2016)。運用健康信念模式探討糖尿病前期民眾之健康飲食行為和規律身體活動行為〔碩士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342%2fNTU201610449
黃杏彩(2010)。國中生社會人口學變項與健康行為相關性研究─以台中市某國民中學為例〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315203235
丁家羚(2011)。臨床護理人員健康生活型態及其相關因素之研究-以新北市某地區教學醫院為例〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315225692
陳虹蓁(2012)。大學教師職場疲勞與健康促進生活型態之相關性研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315313861

延伸閱讀