基础教育教师的癌症认知:与癌症恐惧的相互作用,电子健康素养和自我效能
Lin-Sen Feng1,2, Zheng-Jiao Dong3,4, Qing-Li Li5
1The Sixth Affiliated Hospital, Kunming Medical University, No.21, Nie Er Road, Hongta District, Yuxi City, Yunnan Province, 653100, China. since52@163.com.
BMC psychology
|January 14, 2026
概括
基础教育教师表现出有关癌症警告标志和风险因素的知识差距. 提高教师健康教育对于提高他们的癌症素养和教育学生和社区的能力至关重要.
科学领域:
- 公共卫生 公共卫生
- 卫生教育卫生教育教育
- 癌症研究 癌症研究
背景情况:
- 公共癌症健康教育不足导致认识和查理解低.
- 教师的健康素养影响他们的健康促进能力和学生的发展.
- 研究教师的癌症认知对于改善健康教育策略至关重要.
研究的目的:
- 评估基础教育教师对癌症预警症状和风险因素的知识.
- 分析癌症认知,癌症恐惧,电子健康素养和自我效能之间的关系.
- 确定影响教师癌症认知的因素.
主要方法:
- 在云南省玉溪市对3375名现任教师进行的一项调查.
- 描述性统计学,ANOVA,多重线性回归和皮尔森相关性分析.
- 结构方程建模以探索关键变量之间的相互作用.
主要成果:
- 教师对癌症症状的认识有所不同 (例如,对大众的高,对消化不良的低) 和风险因素 (例如,对腐烂的食物的高,对阳光暴露的低).
- 癌症症状歧视,积极学习和性别影响了癌症认知.
- 自我有效性直接影响了癌症认知,由癌症恐惧和电子健康素养调节.
结论:
- 基础教育教师在癌症方面的知识缺口很大.
- 这些知识缺口的基础是复杂的机制.
- 加强教师的健康教育对于提高他们的癌症知识,健康素养和指导学生和社区的能力至关重要.
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