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系統識別號 U0026-0812200913342887
論文名稱(中文) 台灣學校青少年性行為介入計畫成效之統合分析研究
論文名稱(英文) A meta-analysis of the effectiveness of school sex education in Taiwan
校院名稱 成功大學
系所名稱(中) 公共衛生研究所
系所名稱(英) Graduate Institute of Public Health
學年度 95
學期 1
出版年 96
研究生(中文) 李永怡
研究生(英文) Yung-Yi Lee
學號 T8693103
學位類別 碩士
語文別 中文
論文頁數 109頁
口試委員 指導教授-王新台
口試委員-王瑞霞
口試委員-喬芷
中文關鍵字 統合分析  行為意向  自我效能  態度  介入  知識 
英文關鍵字 meta-analysis  intervention  intention  self-efficacy  attitude  knowledge 
學科別分類
中文摘要 目的:
本研究目的是藉由系統性文獻回顧與統合分析方法,來探討青少年學校性教育介入計畫對於知識、態度、自我效能、行為意向上的效果,不僅如此,本研究還探討這些介入研究的影響因子並且做研究品質評估。
方法:
本研究主要以知識、態度、自我效能、行為意向四個研究結果變項來評估介入的效果,資料的蒐集是從13個資料庫(如教育論文線上資料庫、政府研究資訊系統等)、直接與相關學者接觸收集、和學術研討會相關資料,本研究的篩選標準為介入型研究、介入對象為學生、介入單位是學校、並且結果測量有實驗與對照組兩組前後測,再利用平均數標準差轉換計算效果量。
結果:
1.青少年性行為介入計畫對於整體知識、態度、自我效能以及行為意向皆具有正向且顯著的效果,且效果量影響從大至小依序為知識、態度、自我效能、行為意向
2.有無提供溝通協調、拒絕或做決定的能力訓練並不會影響提升知識、態度、自我效能、行為意向的效果
3.有運用社會學習理論較無運用社會學習理論的更可以達到知識、態度提升的效果;有無運用社會學習理論並不會影響到自我效能、行為意向提升的效果
4.介入內容是非純禁慾計畫較禁慾的計畫,更能提升態度的效果;介入內容中是禁慾還是非純禁慾計畫不同類型並不會影響到知識、自我效能、行為意向提升的效果
5.介入內容中有運用理論較沒有運用理論的計畫,更能提升自我效能的效果;介入內容中有無運用理論並不會影響到知識、態度、行為意向提升的效果
6.主題是性教育會比愛滋病的知識提升效果更好;介入主題的不同並不會影響態度、自我效能、行為意向提升的效果
7.介入時間的長短並不會影響提升知識、態度、自我效能、行為意向的效果
8.男女各半的介入計畫知識提升效果最好,大於性別比例以女生較多的介入計畫,男生比例較多的介入計畫效果較差;介入計畫對於女性比例較多的自我效能提升效果比純男性計畫與性別混合研究對象效果更好;性別並不會影響態度、行為意向的效果提升
9.介入對象的年齡越年輕介入的知識效果提升越好;介入對象的年齡與態度、自我效能、行為意向效果提升並沒有相關
10.出版類型為期刊、政府委託計畫或是碩博士論文的介入計畫並不會影響知識、自我效能、行為意向提升效果;出版類型為期刊、政府委託計畫會比碩士博士論文的介入計畫態度提升效果更好
11.知識、態度、自我效能、行為意向效果量,並沒有隨著年代形成效果趨勢
12.研究品質的好壞與知識、態度、行為意向效果並沒有相關;研究品質較高的在提升自我效能效果上比品質較低的好
結論:
過去的介入計畫對於知識、態度都有顯著的成效,但是在行為意向上的效果很小,根據研究結果,建議未來的介入計畫能運用理論能使介入更為完整,運用社會學習理論來設計介入能更為有效,在主題的選擇上採用非純禁慾的計畫,計畫介入的時間點,在青少年初期會較好。
英文摘要 Purpose:
This study aimed to examine the efficacies of school sex education with respect to sexual knowledge, sexual attitude, sexual self-efficacy, and sexual intention in adolescents by using a systematic review and meta-analysis. In addition, we attempted to delineate the determinants of the effectiveness of the school-based intervention programs and assess the qualities of these intervention studies.
Method:
sexual knowledge, sexual attitude, sexual self-efficacy and sexual intention were four main outcome variables for assessing the effectiveness. Reports were extracted from 13 computerized databases such as educational documents online, government research bulletin, etc, were obtained directly from researchers for those unpublished manuscripts, and were sought from conference proceedings. The inclusion criteria for the meta-analysis are intervention studies with samples of school students only, school based programs and measurements of the outcomes at baseline and post intervention. Standardized mean difference was the effect size used in the meta-analysis.
Result:
Twenty-two studies were included in the meta-analysis. Major findings were
1.School sex education exerted positive effects on sexual knowledge, sexual attitude, sexual self-efficacy and sexual intention. However, the effect sizes varied in descending order by sexual knowledge, sexual attitude, sexual self-efficacy and sexual intention.
2.Providing skill training in the intervention groups had the same effect sizes as not having the training for all the outcome measures.
3.The social learning theory based interventions increased the effect sizes in sexual knowledge, sexual attitude, but not in sexual self-efficacy and sexual intention.
4.Abstinence plus interventions increased the effect sizes in sexual attitude, but not in sexual knowledge, sexual self-efficacy and sexual intention as compared with abstinence only interventions.
5.Theoretical based interventions increased the effect sizes in sexual self-efficacy, but not in sexual knowledge, sexual attitude and sexual intention.
6.Sex education as compared with AIDS prevention increased effect sizes in sexual knowledge, but not in sexual attitude, sexual self-efficacy and sexual intention.
7.Female students showed better attainment in sexual knowledge and sexual self-efficacy, but not in sexual attitude and sexual intention as compared with male students.
8.Increasing age was associated with decreased effect sizes in sexual knowledge, but not in sexual attitude, sexual self-efficacy and sexual intention.
9.Published data showed larger effect sizes in sexual attitude, but not in sexual knowledge, sexual self-efficacy and sexual intention as compared with unpublished data.
10.Publication years were not associated with increased effect sizes in all the outcomes.
11.The studies with higher research qualities had larger effect sizes in sexual self-efficacy, but not in sexual knowledge, sexual attitude and sexual intention.
Conclusion:
Some successes have been achieved in alteration of sexual attitude and increase of sexual knowledge but the efficacies depend on gender, age and etc. These positive effects led to only minor changes in sexual intentions. According to our findings, we shall design school sex education programs based on social learning theory, featuring abstinence plus and targeting young teens in the future.
論文目次 第一章 緒論……………………………………………………………………………1
第一節 研究動機及重要性………………………………………………….………1
第二節 研究目的……………………………………………………….……………4
第三節 研究問題………………………………………………………………….…4
第四節 名詞解釋…………………………………………………………….………5

第二章 文獻探討………………………………………………………………………6
第一節 國內青少年性行為現況及其相關因子…………………………………….6
第二節 國外青少年性行為介入計畫成效回顧研究………..………….………..9
第三節 青少年性行為介入計畫效果之影響因素探討..…..……………………19

第三章 研究方法…………………………………………………………………….28
第一節 資料搜尋與資料篩選…………………………………………………….28
第二節 研究工具與資料登錄…………………………………………………….31
第三節 研究品質評估…………………………………………………………….32
第四節 研究架構………………………………………………………………….33
第五節 效果量計算……………………………………………………………….34
第六節 資料分析………………………………………………………………….36

第四章 研究結果…………………………………………………………………….37
第一節 各研究基本資料………………………………………………………….37
第二節 各研究品質結果………………………………………………………….39
第三節 介入對知識效果提升及其影響因子探討……………………………….40
第四節 介入對態度效果提升及其影響因子探討……………………………….42
第五節 介入對自我效能效果提升及其影響因子探討………………………….44
第六節 介入對行為意向效果提升及其影響因子探討………………………….46

第五章 討論………………………………………………………………………….48
第一節 介入對於整體知識、態度、自我效能、行為意向的影響…………….48
第二節 介入特徵對知識、態度、自我效能效果的影響……………………….49
第三節 樣本特徵對知識、態度、自我效能效果的影響…………………..….51
第四節 研究特徵對知識、態度、自我效能效果的影響…………………….…53
第五節 介入、樣本、研究特徵對行為意向效果的影響…………………….…54
第六節 研究特色與貢獻………………..…………….………………....……54


第六章 結論、限制與建議…………………………………………………………..55
第一節 結論………………………………………………………………………..55
第二節 研究限制…………………………………………………………………..57
第三節 未來研究與限制…………………………………………………………..58

參考文獻………………………………………………………………………………..60
附錄一 編碼表………………………………………………………………………..98
附錄二 品質評估表……………………………………………………….…………102
附錄三 統合分析法………………………………………………………….………106
附錄四 資料庫搜尋………………………………………………………….………109
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