心理健康教育显性课程对大学生健康认知与行为的影响  

Effect of Explicit Curriculum About Mental Health Education to University Students' Health Cognition and Behavior

作　　者：刘衔华[1,2] 姚树桥[1] 全宏艳[2] 蒋湘祁[2] 蒋艳华[2] 罗军[2] 

机构地区：[1]中南大学湘雅二医院医学心理研究中心,湖南长沙410011 [2]衡阳师范学院教育科学系

出　　处：《中国学校卫生》2009年第9期812-814,共3页Chinese Journal of School Health

基　　金：衡阳师范学院教学研究项目(编号:jykt2008043)

摘　　要：目的探讨心理健康教育显性课程对大学生健康认知与行为的影响,为大学生心理健康教育提供实证依据。方法以某高校大一学生为实验对象进行自然教学实验,然后采用两阶段分层随机抽样方法抽取88名被试,进行健康认知与行为问卷调查。结果被试健康认知与行为的前、后测结果差异有统计学意义;被试健康认知前、后测结果无显著性别和专业差异,健康行为前、后测结果的性别和专业差异有统计学意义;健康认知与行为后测结果的教师教学效果差异无统计学意义。结论心理健康教育显性课程能够明显改善大学生的健康认知与行为,但对健康认知和健康行为的影响并不同步。Objective To study the effect of explicit curriculum about mental health education to university students＇ health cognition and behavior, and to provide empirical basis for university students mental health education. Methods The froshes of a university participated in the natural instruction experiment, and two questionnaires about health cognition and behavior were taken among 88 subjects who was selected by two-stage stratified random sampling. Results Subjects＇ health cognition and behavior had significant differences before and after explicit curriculum, and there was significant differences between gender and profession in health cognition, but it wasn＇s found in health behavior. There wasn＇t significant differences between different teachers＇educational effect. Conclusion Explicit curriculum of mental health education can improve university students＇ health cognition and behavior, but the effect is not synchronized between health cognition and behavior.

关 键 词：健康知识 态度 实践 健康教育 课程 学生 

分 类 号：R179[医药卫生—妇幼卫生保健] G479[医药卫生—公共卫生与预防医学]