敘事與數據訊息介入對女大學生接種人類乳突病毒疫苗行為意圖的效果：以北部地區某大學為例

Abstract

本研究目的在比較敘事與數據訊息介入對接種HPV疫苗行為意圖的效果，並檢驗感染HPV刻板印象、感染HPV知覺罹患性在訊息介入對行為意圖影響間的中介作用。採隨機分派的等組後測實驗設計，研究對象為271位女大學生，隨機分派至敘事訊息、數據訊息及無訊息介入組。統計方法包括單因子變異數分析及多類別自變項中介作用分析。結果發現接受敘事訊息比數據訊息及無訊息介入的受試者有較低的刻板印象，數據訊息比無訊息介入組有較高的知覺罹患性。敘事訊息介入可透過刻板印象的中介作用影響行為意圖；數據訊息則透過知覺罹患性的中介作用影響行為意圖。刻板印象愈低、知覺罹患性愈高，則接種HPV疫苗行為意圖愈高。本研究結果支持敘事與數據訊息經由不同的認知心理變項影響行為意圖。建議在衛生教育實務上，應先確認影響健康行為的重要認知心理變項，再視變項特性選擇合適的訊息策略。

The purposes of this study were: 1. To differentiate intervention effects of narrative and statistical information on intention to obtain HPV vaccination; and 2. To determine whether the intervention effects are mediated by stereotype of HPV infected women or perceived susceptibility of HPV infection. The study utilized a post-test experimental design with random assignment of 271 female college students into three information conditions of narrative, statistical, and no-message control. One-way ANOVAs and mediation analysis with a multicategorical independent variable were used for data analysis. Results show that participants reading narrative information reported significantly lower stereotype compared to those reading statistical information and those in the no-message control group. Participants exposed to statistical information reported significantly higher perceived susceptibility than those in the no-message control group. Stereotype mediated the effect of narrative information intervention on intention, while perceived susceptibility mediated the effect of statistical information intervention on intention. As expected, the intention to obtain HPV vaccination increased by decreasing stereotype of HPV infected women and by increasing perceived susceptibility of HPV infection. The present results indicate that narrative and statistical information have different effects on behavioral intention through different social-psychological variables. Findings suggest that identifying the important social-psychological variables of health behavior and matching them to specific message formats may increase health education intervention effectiveness.