國中學生電子健康素養教育介入成效評價－以臺北市某國中為例
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2015
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Abstract
本研究旨在探討青少年電子健康素養教育介入對青少年電子健康素養之認知、自我效能及行為意向之影響。本研究為準實驗設計，採實驗對照組前後測設計，以102學年度臺北市兩所國中二年級學生為研究對象，共364人參與，一所學校為實驗組有172人參與，另一所學校為對照組有192人參與。實驗組進行前後測及三堂50分鐘的電子健康素養課程，對照組僅進行一般教學及前後測。
本研究以廣義估計方程式 (Generalized estimating equation, GEE) 進行統計分析，研究結果顯示，電子健康素養教育介入可顯著提升學生整體電子健康素養之自我效能。實驗組在教育介入後電子健康素養之認知有進步，但未達顯著差異。
建議未來可發展及推動學生批判性電子健康素養課程與親職教育，以強化學生的電子健康素養。
The present study was an evaluation of the effect of education interventions that were focused on youth eHealth literacy knowledge, self-efficacy and behavior intentions. This study was a quasi-experimental design. In 2014, the participants included 364 students in the 8th grade from two junior high schools in Taipei City. There were 172 students in the experimental group and 192 students in the control group. The experimental group participated in three 50-min eHealth literacy intervention sessions, while the control group received their usual classes. Generalized estimating equation method was used to examine the effects of the eHealth educational intervention. The result indicated that the eHealth literacy education program significantly increased students’ self-efficacy of eHealth literacy, while the program did not significantly increase students’ knowledge of eHealth literacy. It is suggested the development and the implementation of critical ehealth literacy curricula and parental training program to enhance students’ ehealth literacy.
The present study was an evaluation of the effect of education interventions that were focused on youth eHealth literacy knowledge, self-efficacy and behavior intentions. This study was a quasi-experimental design. In 2014, the participants included 364 students in the 8th grade from two junior high schools in Taipei City. There were 172 students in the experimental group and 192 students in the control group. The experimental group participated in three 50-min eHealth literacy intervention sessions, while the control group received their usual classes. Generalized estimating equation method was used to examine the effects of the eHealth educational intervention. The result indicated that the eHealth literacy education program significantly increased students’ self-efficacy of eHealth literacy, while the program did not significantly increase students’ knowledge of eHealth literacy. It is suggested the development and the implementation of critical ehealth literacy curricula and parental training program to enhance students’ ehealth literacy.
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電子健康素養, 國中學生, 教育介入, 健康資訊, eHealth literacy, junior high school students, education intervention, health information