Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87919
Title: 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
Authors: 賴香如
Hsiang-Ru Lai
黃百如
Pai-Ju Huang
Keywords: 健康促進生活型態
國中教師
健康行為自我效能
健康促進行為利益
健康促進行為障礙
health-promoting lifestyles
junior high school teachers
self-efficacy of health behavior
perceived benefit of health promotion behavior
perceived barrier of health promotion behavior
Issue Date: 2009
Abstract: 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。
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.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0695050123%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87919
Other Identifiers: GN0695050123
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