| Summary: | 碩士 === 高雄醫學院 === 護理學研究所 === 85 === The educational diagnosis of PRECEDE-PROCEED model was applied
in this studyto investigate the health-promoting lifestyle among
junior college students insouthern Taiwan. The purposes of this
research were to search for: 1.the health-promoting lifestyle of
junior college students. 2.the relations among
demographicfactors, predisposing factors (including knowledge of
health-promotion, self-rated abilities for health practices,
perceived health status), enabling factors(the availability of
health resources on the campus), reinforcing factors(including
the perceptions of family''''''''s/teacher''''''''s health behaviors), and
health-promoting lifestyle. 3. determinants of health-promoting
lifestyle among juniorcollege students. The population of this
study were all students including 22junior colleges for joint-
entrance-examination in southern Taiwan. By multi- stages
sampling procedures, the 1157 subjects of valid samples were
administereda structured questionnaire, and the rate of validity
was 99.48%. The items of questionnaire includ : 1.Personal
Characteristics Investory 2.Health-Promoting Lifestyle Profile
3.Health-Promoting Knowledge Scale 4.Self-Rated Abilitiesfor
Health Practices 5.Perceived Health Status Scale 6.School''''''''s
Health Resources Available Scale 7.Family''''''''s/Teacher''''''''s/Peer''''''''s
Health Behaviors Perceptions Scale8.Family''''''''s/Teacher''''''''s/Peer''''''''s
Health Behaviors Effect Scale. Cronbach''''''''s Alpha, test-retest,
content validity and structure validity were conducted to assess
the reliabilities and validities of scales. Percentage, mean,
standard deviation, index of mean score, one-way ANOVA, MANOVA,
Pearson''''''''s correlation, multiple regression and path analysis
were used to analyze data. The main results indicated as
following : 1.The index of mean score was 64.58. By index of
mean score withsix subscales were presented in the descending
order:self-actualization, nutrition, stress management,
interpersonal support, exercise, health responsibility. 2.Self-
efficacy, perceived helath status, the utilization of school''''''''s
health resources,perceived family''''''''s/teacher''''''''s/peer''''''''s health
behaviors, the effect family''''''''s/teacher''''''''s /peer''''''''s health
behaviors were positively related to health-promoting
lifestyle.3.According to stepwise multiple regression analysis,
the related factors such asself-efficacy, perceived family''''''''
shealth behaviors perceived health status, the effect of peer''''''''
shealth behaviors, the utilization of school''''''''s health resources
and perceived thecher''''''''s health behaviors were contributed 55.8%
variance to health-promoting lifestyle. 4.A causal model of
health-promoting lifestyle was constructed. Recommendation: for
extending the plan of health-promoting lifestyle, school
nursesmust enhance the cognition and application of self-
efficacy.
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