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Effects of smoking cessation interventions for junior high school students in New Taipei City
junior high school student
smoking cessation intervention
Halth Belief Model
This study implemented health education intervention with integrated stop-smoking campaign based on the health belief model, telephone counseling, and manuals designed to assist individuals to quit smoking. The intervention strategies were adopted to investigate educational effects. We employed a quasi-experimental, two-group pretest-posttest design. The participants were seventh to ninth grade smokers in New Taipei City. Purposive sampling was used to select 34 students for the experimental and control groups, respectively. The experimental group received smoking cessation intervention while the control group was provided health education manuals. In pretest, posttest, and post-posttest, the participants in both groups were asked to fill out questionnaires, at which time their breath CO concentration was also measured. Chi square, t-test, and one-way ANCOVA were used to analyze the results. The results are as follows: 1. The demographic data of participants in both groups is homogeneous; therefore, smoking cessation intervention program can be implemented. 2. After the smoking cessation intervention, the participants in the experimental group showed greater improvement than those in the control group regarding awareness related to the hazards of tobacco, perceived susceptibility, perceived severity, perceived benefits, smoking cessation self-efficacy, nicotine dependence, number of days smoking in the past months, and average smoking in the past month. In addition, the effects appeared to have been immediate. 3. After two months of intervention, the participants in the experimental group demonstrated greater improvement than those in the control group for all measured indicators. In contrast, the effects of intervention in the experimental group were delayed. 4. The participants in the experimental group demonstrated stronger satisfaction toward the overall teaching activities, teaching units, self-assessed learning review, and teacher evaluation.
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