■健康素养是改善健康结果和减少健康差距的重要手段。它在促进个体多种健康相关行为中起着重要作用。许多研究已经证明了许多社会人口统计学和学校特征,家庭相关因素与大学生健康素养相关。然而,这些特征和因素相对不变。因素之间的关系研究,可以干预,健康素养仍然稀缺。本研究旨在探讨个人与多变的环境因素之间的关联,和大学生健康素养水平。
■一项横断面研究,采用分层随机抽样方法,在武汉的一所大学进行(N=447)。调查问卷包括社会人口统计学特征,学校环境问卷,家庭环境问卷,一般自我效能感量表,和健康素养问卷。我们用斯皮尔曼相关检验,和学生的检验或方差分析来描述连续变量之间的关系。此外,我们采用线性回归分析,基于偏倚校正非参数百分位Bootstrap方法检验中介效应.
■与社会经济地位有关的因素,如生活费用(p=0.011),居住面积(p=0.003),家庭年收入(p=0.001),和父母的教育水平(父亲:p=0.001;母亲:p=0.01)和职业类型(父亲:p<0.001;母亲:p=0.044),与健康素养密切相关。学校和家庭环境及自我效能感对大学生健康素养有正向影响(β=0.235,p<0.001;β=0.323,p<0.001;β=0.489,p<0.001)。自我效能感对学校和家庭环境之间的关系具有中介作用,以及健康素养。总的,直接,学校环境对健康素养的间接影响分别为0.235、0.157和0.078。总的,直接,家庭环境对健康素养的间接影响分别为0.323、0.189和0.134。
■这项研究证实,改善学校和家庭环境可以通过提高大学生的自我效能感直接或间接提高大学生的健康素养。社会经济地位对其健康素养有显著影响。此外,影响学生健康素养的其他因素与自我效能感之间的关系,周围环境,未来可能需要探索健康素养。
UNASSIGNED: Health literacy is an important means to improve health outcomes and reduce health disparities. It plays an important role in promoting multiple health-related behaviors of individuals. Numerous studies have demonstrated a number of sociodemographic and school characteristics, and family related factors were related to health literacy among college students. However, these characteristics and factors were relatively unchangeable. Research on the relationship between factors, that can be intervened, and health literacy remains scarce. This study aims to explore the association between personal and changeable environmental factors, and the level of health literacy in college students.
UNASSIGNED: A cross-sectional study, which used a stratified random sampling method, was conducted at a university in Wuhan (N = 447). The survey questionnaire included sociodemographic characteristics, the School Environment Questionnaire, the Family Environment Questionnaire, the General Self-Efficacy Scale Questionnaire, and the Health Literacy Questionnaire. We used Spearman correlation tests, and Student\'s tests or analyses of variance to describe the relationship among continuous variables. In addition, we employed linear regression analysis to test the mediating
effect based on the bias-corrected nonparametric percentile Bootstrap method.
UNASSIGNED: Factors related to socioeconomic status, such as living costs (p = 0.011), residential area (p = 0.003), annual household income (p = 0.001), and parents\' education level (fathers: p = 0.001; mothers: p = 0.01) and occupation type (fathers: p < 0.001; mothers: p = 0.044), had close correlations with health literacy. School and family environments and self-efficacy had a positive impact on college students\' health literacy (β = 0.235, p < 0.001; β = 0.323, p < 0.001; β = 0.489, p < 0.001). Self-efficacy had a mediating
effect on the relationship between school and family environments, as well as health literacy. The total, direct, and indirect effects of the school environment on health literacy were 0.235, 0.157, and 0.078, respectively. The total, direct, and indirect effects of the family environment on health literacy were 0.323, 0.189, and 0.134, respectively.
UNASSIGNED: This study confirms that improving school and family environments could directly or indirectly increase college students\' health literacy through promoting their self-efficacy. Socioeconomic status has a significant impact on their health literacy. Moreover, other factors that affect students\' health literacy and relationships among self-efficacy, surrounding environments, and health literacy may need to be explored in the future.