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|Abstract:||本研究之目的在於運用eHealth系統之同儕支持社群、量身訂作教學、及專業促進與支持等介入方式，並以理性行動論、行為改變階段理論、社會認知理論、社會支持、反溝通說服矩陣尊重要理論為依據而發展介入計畫，期能通過本介入計畫提升國民中學教師之在執行健康行為上的社會支持、自我效能、及行為意向。 為了解本介入計畫成效，本研究以準實驗研究設計之實驗組對照組前後測設計方式，選取95學年度教育部訂定健康促進學校之國民中學教師為主要研究對象。本研究以台北縣市為主要介入縣市，共40名教師為實驗組對象，接受本介入計畫；而對照組對象則為48名，完全不予介入。實驗組、對照組皆於介入前即完成前測問卷，介入期間兩個月，於介入後同步進行後測，以了解介入之整體成效。 研究之重要結果發現：實驗組在執行健康行為之自我效能及行為意向顯著較對照組表現良好，代表eHealth介入計畫於提升執行健康行為之自我效能及行為意向具有相當之成效。而於提升執行健康行為之社會支持上效果則仍相當有限。此外，實驗組教師對整體介入計畫的喜歡程度約在八成左右。 由研究結果可知，本研究所發展之eHealth介入工具，不同於傳統面對面課程的作法，一克服過去時間與空間的障礙，且低成本高效率的介入方式，值得做為教師健康促進計畫中的重要參考工具。|
This study aimed to target junior high school teaches to establish an eHealth intervention and to evaluate its effectiveness. It was hoped that this intervention can strengthen social support, self-efficacy, and behavior intention in relation to health behavior of junior high school teachers. The eHealth intervention was based on Social Cognitive Theory, Stages of Change Theory, Social Support Theory, Theory of Reasoned Action, and Communication/Persuasion Matrix, and it also incorporated the functions and strategies of the eHealth interactive technology, including peer support communities, tailored education, and professionally facilitated education and support program. A nonequivalent experiment control group design was used with the junior high school teachers of health promoting schools in Taipei appointed by the Ministry of Education in Academic Year 2005. The experimental group (n=40) received two months of the eHealth intervention, while the control group (n=48) didn't receive any other types of education methods as the intervention. Formation evaluation, process evaluation, and outcome evaluation were taken with questionnaire surveys, interviews and system records to collect quantitative and qualitative data. A closed-ended pretest-posttest questionnaire was the instrument used to evaluate the outcome effects. The result supported the fact that the eHealth intervention can produce a positive increase in teachers' self-efficacy and behavior intention in relation to health behavior; however, the result didn't show significant improvement social support in relation to health behavior. According to the process evaluation, the most users expressed that they like the eHealth system, and the intervention indeed helped them promote their health-related attitude, life skills, social support, self-efficacy, and the willingness to follow the directions of the program in the near future. These results demonstrated the potential for an eHealth intervention to positively impact health-related self-efficacy and behavior intention of junior high school teaches. The developing process can also provide a reference for oncoming relevant research. Finally, this eHealth intervention can provide a valuable reference for public health policy-makers and health researchers in carrying out the teachers' health promotion program through eHealth technology.
|Appears in Collections:||教師著作|
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