是知识驱动的还是动机驱动的? 验证和比较不同小学年级的健康参与途径
Yuxing Wang1, Jiayue Guo1, Jianing Dai1
1School of Health Policy and Management, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China.
Frontiers in public health
|March 6, 2026
概括
对儿童的健康素养干预应根据年龄量身定制. 改善健康参与的途径因年级不同而有所不同,强调低年级的动机和中高年级的知识.
科学领域:
- 儿科健康 儿科健康
- 卫生教育卫生教育教育
- 行为科学 行为科学
背景情况:
- 童年和青春期早期对于发展健康素养 (HL) 至关重要.
- 基于证据的干预措施来改善学龄儿童的HL是有限的.
- 本研究阐明了HL框架,以指导定制干预.
研究的目的:
- 在HL框架内概念化健康参与改善.
- 为了验证健康参与的知识驱动和动机驱动的途径.
- 检查小学学生之间这些路径的年级差异.
主要方法:
- 一种多阶段的集群采样方法招募了3325名中国小学学生.
- 通过使用中国快速健康素养问卷 (CRHLQ) 评估了健康素养.
- 链式调解模型分析了途径,控制性别,学业表现和个性.
主要成果:
- 在1-2年级,动机直接和间接地对健康参与产生了强烈的影响.
- 在三四年级,知识直接影响参与,而动机则间接影响参与.
- 在5-6年级,知识途径通过动机运行,动机也具有直接影响.
结论:
- 改善健康参与的途径在小学各年级之间有很大差异.
- 干预措施应适合发展,平衡动机和知识驱动的战略.
- 将健康教育内容和策略适应年级水平,最大限度地提高有效性.
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