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Media use and affective state as mediators of health-promoting behaviors in school-age children.

机译：媒介的使用和情感状态作为学龄儿童促进健康行为的媒介。

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Background/Purpose: While children's health status in the United States differs from state to state, the health status of children is generally less than optimal. The contributions of health-promoting behaviors (HPBs) and the factors influencing health behaviors in school-age children have rarely been reported in literature. The objective of this study is to assess whether exposure to television, video game, and computer (media use) mediates the relationships between peer social support and peer hostility and bullying at school (school context), parental emotional support, closeness and involvement (home context) and dietary intake and physical activity (HPBs) among school-age children. Framework: The conceptual framework used for this study is the Pender's Health Promotion Model (HPM). Research Questions: 1) Is there a direct relationship between events that occur in school and home contexts for school-age children and health-promoting behaviors? 2) To what extent does children's affective state and use of media mediate the relationship between school and home influences on health-promoting behaviors? 3) Is there a relationship between media use and affective state in school-age children? 4) Do mediation effects vary as a function of sex? Methods: The study is a secondary analysis of a de-identified longitudinal data set from the "Coordinated Community Assessment (CCA)." The sample consisted of 1,370 students. A cross-sequential design included respondents from the initial cohort recruited from primary school students who were in fourth to sixth grades at schools located in a Midwestern state. Instrument: The instrument used for measuring selected variables was the Coordinated Community Student Survey (C2 S2) and its subscales for measuring affective state, school context, home context, media use and health-promoting behaviors. Procedure: Analysis will involve descriptive statistics, and structural equation modeling (SEM) using Mplus. Result: Research Question 1: there is no direct effect of school context ( β=0.000, p=0.999) on HPBs two years after school context was assessed. Alternately, home context ((β =0.179, p=0.000) had a significant direct effect on HPBs. Research Question 2: only children's affective state mediated the effects of school context on children's HBPs (100% mediation). Children's media use and affective state mediated the effects of home context on children's HPBs (14% mediation), although home context also independently contributed to HPBs. Research Question 3: affective state was found to be significant positively related with media use (β<.091, p=000). Research Question 4: For both boys and girls, home context independently contributed to HPBs while school context did not have a direct effect on HPBs. Media use was a significant predictor of HPB's for boys only. Affective state mediated the relationship between home and school contexts and HPBs for boys and girls. Alternatively, media use was a mediator in the relationship between home context and HPB for boys only. Implication: Nurses can provide specific information to enhance support from peers and parents, increased self-esteem for HPBs within the context of school-age children. Future research examining health-promoting behaviors in children should identify additional external and internal factors related to how children make decisions about dietary intake and physical activity. Policy can be better structured to induce the provision of behavior change interventions, by fostering linkages with supportive community based resources, and rewarding broad efforts to improve the population health and quality of life.
机译：背景/目的：虽然美国各州的儿童健康状况各不相同，但儿童的健康状况通常都不尽人意。在学龄儿童中，促进健康行为（HPB）的贡献和影响健康行为的因素鲜有文献报道。这项研究的目的是评估接触电视，视频游戏和计算机（媒体使用）是否能调节同龄人的社会支持与同龄人的敌意和在学校（学校环境）中欺负，父母的情感支持，亲密和参与（家庭）之间的关系。适龄儿童的饮食摄入和身体活动（HPB）。框架：本研究使用的概念框架是Pender的健康促进模型（HPM）。研究问题：1）学龄儿童在学校和家庭环境中发生的事件与促进健康的行为之间是否存在直接关系？ 2）儿童的情感状态和媒体在多大程度上介导了学校和家庭之间的关系对促进健康的行为的影响？ 3）学龄儿童的媒体使用与情感状态之间是否有关系？ 4）调解效果是否随性别而变化？方法：本研究是对来自“协调社区评估（CCA）”的未识别纵向数据集的二次分析。样本包括1,370名学生。跨序设计包括来自中西部州中小学四年级至六年级的小学生招募的第一批受访者。工具：用于衡量选定变量的工具是社区学生协调调查（C2 S2）及其子量表，用于测量情感状态，学校环境，家庭环境，媒体使用和健康促进行为。程序：分析将涉及描述性统计，以及使用Mplus进行的结构方程模型（SEM）。结果：研究问题1：在评估了学校环境后两年，学校环境对HPB没有直接影响（β= 0.000，p = 0.999）。或者，家庭环境（（β= 0.179，p = 0.000）对HPB有显着的直接影响。研究问题2：只有儿童的情感状态介导了学校环境对儿童HBP的影响（100％调解）儿童的媒体使用和情感状态3介导了家庭情境对儿童HPB的影响（14％的调解），尽管家庭情境也独立地影响了HPB。研究问题3：发现情感状态与媒体使用显着正相关（β<.091，p = 000 ）。研究问题4：对于男孩和女孩来说，家庭环境对HPB均独立起作用，而学校环境对HPB没有直接影响；媒体使用仅是男孩HPB的重要预测指标；情感状态介导了家庭与家庭之间的关系。学校情境和男孩和女孩的HPB；或者，媒体使用仅是男孩的家庭情境和HPB之间的关系的调解者含义：护士可以提供特定信息来增强在同龄人和父母的支持下，在学龄儿童的背景下，HPB的自尊心增强。未来研究儿童健康促进行为的研究应确定与儿童如何决定饮食摄入和体育锻炼有关的其他外部和内部因素。通过促进与基于社区的支持性资源之间的联系，并奖励为改善人口健康和生活质量而做出的广泛努力，可以更好地构建政策，以诱导提供行为改变干预措施。

著录项

  • 作者

    Chenchob, Panarat.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Health Sciences Nursing.;Psychology Clinical.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 131 p.
  • 总页数 131
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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