Status and social-ecological factors of interactive health literacy among adolescents in poverty-stricken areas of Yanbian

Abstract

Objective To understand the current situation of adolescents’ interactive health literacy in Yanbian poverty-stricken area and associated social-ecological factors, so as to provide scientific basis for targeted health education and policy adolescents in this area in the future. Methods Using cluster sampling method, a questionnaire survey was conducted on 818 junior high school students in grades 7 and 8 of all 4 junior high schools in Antu County in November 2019. Results The scores of interaction health literacy was in moderate level (101.38±20.12) in Yanbian poverty-stricken area. The average scores of all dimensions was (3.62土 0.96), stress management (3.35±1.08), interpersonal relationship (3.29±0.82), nutrition (3.21±1.02), health awareness (2.99±0.82), physical activity (2.68±0.85). The results of multiple linear regression analysis showed that grade, gender, BMI, perceived health care, perceived academic performance, participation in extracurricular activities, types of guardians, parenting style; perceived school health policy; average screen time were associated with the level of adolescent interactive health literacy ( P <0.05), explaining 54.5% of the total variation ( F = 35.97, P <0.01). Conclusion The health literacy level of adolescents in poverty-stricken areas is affected by personal, family environment, interpersonal relationship, school, media and other factors. It is recommended that future health literacy interventions for adolescents should consider the students themselves, as well as their socio-ecological environment. 【摘要】 目的 了解延边贫困地区青少年互动性健康素养现状及其社会生态学影响因素, 为开展该地区青少年的健康教 育和决策提供科学依据。 方法 采用整群抽样法, 于2019年11月对安图县全部4所初中的七、八年级共818名初中生实 施问卷调查, 调查内容包括社会生态学资料和青少年互动性健康素养量表。 结果 延边贫困地区青少年互动性健康素养 得分为 (101.38±20.12)分, 处于中等水平, 各维度条目平均得分由高到低依次为精神成长 (3.62±0.96)分、压力管理 (3.35± 1.08)分、人际关系 (3.29±0.82)分、营养 (3.21±1.02)分、健康意识 (2.99±0.82)分、体力活动 (2.68±0.85)分。多元线性回归 分析结果显示, 年级、性别、体质量指数、自评健康关注、自评学习成绩、参加课余活动、监护类型、父母教养方式、自评学校 健康课程、日均视屏时间对青少年互动性健康素养水平有影响 ( P 值均<0.05), 共同解释总变异的54.5%( F = 35.97, P< 0.01)。 结论 贫困地区青少年健康素养水平受到个人、家庭环境、人际关系、学校、媒介等因素的影响, 青少年健康素养干 预要综合考虑学生自身及其所处的家庭、学校等可能影响学生健康成长的社会生态学因素。