臺北縣某國小肥胖與非肥胖學童身體活動現況及其相關因素比較研究

Abstract

本研究主要目的是想瞭解國小肥胖與非肥胖學童身體活動的現況，並探討個人背景因素、認知因素、社會因素、與當時行為競爭的需求和喜好因素、情意反應因素與肥胖與非肥胖學童身體活動的關係及影響。 夲研究以臺北縣某國小四至六年級學童為母群，以配對方式，選取肥胖及體位適中學童共452人為樣本，並利用結構式及自塡式問卷兩種進行資料收集，共得有效樣本442人，再以卡方檢定、t檢定、單因子變異數分析、皮爾遜積差相關，以及複迴歸分析等方法進行分析。重要結果如下： 一、肥胖學童每週中等費力身體活動未達210分鐘者約六成，費力性身體活動未達90分鐘者約有四成。 二、體位適中學童每週中等費力身體活動未及210分鐘者約七成，費力性身體活動未達90分鐘約二成五。 三、體位適中學生參加運動性社團的比率、師長支持、同儕支持、情意反應和費力性身體活動時間均高於肥胖學童。 四、有參加運動性社團、自我效能高、知覺利益高、知覺障礙低、同儕支持高的肥胖和體位適中學童之身體活動量較高。 五、個人背景因素、認知因素、社會因素、與當時行為競爭的需求和喜好因素、情意反應因素可解釋肥胖學童身體活動量15％的變異量，其中自我效能、同儕支持和師長支持是顯著變項。 六、個人背景因素、認知因素、社會因素、與當時行為競爭的需求和喜好因素、情意反應因素可解釋體位適中學童身體活動量14％的變異量，其中自我效能、同儕支持和參加校內外運動性社團是顯著變項。

The main purposes of this study were to understand and compare physical activity status and related factors of primary school students. By using paired sampling, 452 subjects were selected form 4-6 grade obese and non-obese students of a primary school in Taipei County. The structured questionnaire and the self-administrated were used to collect data, and 442 subjects provided valid data. Chi-square test, T-test, one way ANOVA, Pearson product- moment, and Multiple Regression were used to analyze data. The results indicated that: 1. About 60% obese students did moderate physical activity less than 210 minutes each week, and 40% obese students did vigorous physical activity less than 90 minutes each week. 2. About 70% non-obese students did moderate physical activity less than 210 minutes each week, and 25% non-obese students did vigorous physical activity less than 90 minutes each week. 3. There was significant difference in participation in sport team, mother’s education level, teacher support, friend support, affective response, and vigorous physical activity time between obese and non-obese students. 4. The moderate and vigorous physical activity of obese and non-obese students were highly correlated with participation in sport team, self-efficacy, perceived benefits, friend support, and perceived barriers. 5. Personal, cognition, social support, immediate competing demand and preference, and affective response factors could explain 15% variance of physical activity of obese students. Self-efficacy, friend support, and teacher support were the most important factors. 6. Personal, cognition, social support, immediate competing demand and preference, and affective response factors could explain 14% variance of physical activity of non-obese students. Self-efficacy, friend support, and participation in sport team were the most important factors.