北京市高职院校大学生性教育效果分析

发布时间：2018-02-26 21:47

本文关键词： 高职学生性教育性知识性态度性风险　出处：《吉林大学》2016年硕士论文　论文类型：学位论文

【摘要】：目的通过对高职院校大一新生的研究,用数据呈现高职院校学生性知识掌握情况、婚前性行为态度、学生性风险特点等方面的内容,引起社会的广泛关注与重视。同时,通过研究大学生性教育课程的干预效果,为有效开展大学生生殖健康服务和素质教育提供借鉴,为保护大学生生殖健康提供依据,为逐步推广高职院校的性教育课程提供理论支持。方法本研究采用随机抽样的方法在北京市24所高职院校中抽取三所,分别是北京电子科技职业技术学院、北京农业职业技术学院、北京经济技术管理学院。北京电子科技职业技术学院的200名学生为实验组,北京农业职业技术学院和北京经济技术管理学院的各100名学生为对照组。前测和后测分别施测400人,前测有效数据395份,后测有效数据390份,其中前后测都参加的学生为255人。采用自行设计的自填式性知识问卷、婚前性行为态度量表和学生性风险量表等进行调查。在校内心理健康公开课程中的开学第一节课和课程结束最后一节课开展前测和后测,实验组开展的心理健康课程包含6小时性教育课程干预,对照组接受的心理健康课程不包括6小时的性教育课程。采用SPSS17.0统计软件进行统计分析,组间比较采用χ2检验和t检验,测量干预是否有效,采用配对样本t检验的方法。结果1.基线调查时,研究对象性知识得分情况为:平均分11.59,及格率为50.9%,不及格率为49.1%,良好率为7.3%;婚前性行为态度平均分为36.7,40分以下的占58.9%。2.基线调查时,已发生性行为的研究对象占32.9%,性风险平均分为32.3,有32.3%属于高风险组,低风险组占6.9%,中等风险组有60.8%。3.性教育干预后,实验组性知识得分升高,且差异显著(P0.001)。干预后,实验组和对照组性知识得分差异显著(P0.001);实验组和对照组在干预前后的差值差异显著(P0.001)。干预后,实验组三个年龄组中,性知识得分均有升高,且差异均显著(P0.01)。干预后,三个年龄组实验组和对照组性知识得分差异显著(P0.01);干预前后三个年龄组实验组和对照组性知识得分差值差异显著(P0.01)。性教育干预后,实验组不同性别性知识得分均有升高,且差异均显著(P0.001);对照组男生性知识得分降低,且差异显著(P0.001)。干预后,不同性别实验组和对照组性知识得分均差异显著(P0.001);干预前后不同性别实验组和对照组性知识得分差值差异显著(P0.001)。通过性教育干预,实验组和对照组婚前性行为态度得分变化均不显著。(P0.05)。4.性教育干预后,实验组和对照组性风险得分差异显著(P0.01),干预前后实验组和对照组性风险得分差值差异显著(P0.05)。干预后,20岁及以上组性风险得分升高,差异显著(P0.05)。干预后,20岁及以上实验组和对照组性风险得分差异显著(P0.05);干预前后,20岁及以上实验组和对照组性风险得分差值差异显著(P0.05)。干预后,实验组中,女生性风险得分下降,差异显著(P0.05);对照组中,男生性风险得分升高,差异显著(P0.05),平均分为性风险高风险分数。干预后,不同性别实验组和对照组性风险得分差异显著(P0.05)。结论1.基线调查时,研究对象性知识掌握情况较差,大多数学生对婚前性行为持消极态度。2.基线调查时,已发生性行为的研究对象较多,部分学生性风险较高。3.性教育干预对研究对象性知识水平提高效果显著,对不同年龄、不同性别均有效。性教育干预对研究对象婚前性行为态度改变效果不明显。4.性教育干预对控制研究对象性风险效果显著,对不同年龄组效果不同,对不同性别研究对象均有效。
[Abstract]:Objective to study the freshman in higher vocational colleges, to grasp the situation with the data of knowledge of students in higher vocational colleges, students' attitude towards premarital sexual behavior, risk characteristics and other aspects, caused widespread concern and attention of the society. At the same time, through the intervention effect on College Students' sex education courses, for college students to provide reference for reproductive health service and quality education, to provide the basis for the protection of College Students' reproductive health, to provide theoretical support for the popularization of higher vocational colleges education curriculum. Based on the method of random sampling method in 24 Vocational Colleges in Beijing city from three, respectively is the Beijing Electronic Science and technology Career Technical College, Beijing agricultural Career Technical College, Beijing Economic Management Institute. 200 Beijing Electronic Science and technology Career Technical College students as the experimental group, Beijing Career Technical College and Beijing agricultural economic and technical The 100 students of the school of management as the control group. Before and after the test were administered to 400 people, a pretest posttest data of 395 copies, 390 copies of valid data, which were measured before and after the students for 255 people. The self-designed self-administered questionnaire survey of knowledge, attitude towards premarital sexual behavior scale and students of risk scale. In the public mental health in the course of the first class course and the end of the last class to carry out pre-test and post test, the experimental group to carry out the mental health course contains 6 hours of sex education intervention, the control group received mental health courses do not include 6 hours of sex education. Statistical analysis was performed using SPSS17.0 software, compared with the 2 test and t test, measurement of intervention is effective, the test method of paired sample t. Results of the 1. baseline survey, the research object of knowledge score: the average score of 11 .59, a pass rate of 50.9%, the failure rate is 49.1%, the good rate was 7.3%; the attitude towards premarital sexual behavior were divided into 36.7,40 survey points below the baseline for 58.9%.2., the research object has sex accounted for 32.9%, the risk of an average of 32.3, 32.3% belong to high risk group, low risk group accounted for 6.9% 60.8%.3., medium risk group education intervention, the experimental group of knowledge score increased, and the difference was significant (P0.001). After the intervention, the experimental group and the control group knowledge scores significantly (P0.001); the experimental group and the control group had significant difference in difference before and after intervention (P0.001). After the intervention, the experimental group three age group, sex knowledge scores were increased, and the differences were significant (P0.01). After the intervention, three groups of experimental group and control group knowledge scores significantly (P0.01) before and after the intervention of three age groups; the experimental group and the control group of knowledge score had significant difference (P0.01). Sex education intervention, the experimental group of different sex knowledge scores were increased, and the differences were significant (P0.001); group of boys of knowledge score reduced control, and the difference was significant (P0.001). After the intervention, the experimental group and the control group of different sex knowledge scores were significantly different (P0.001) before and after intervention; experimental group and different gender group knowledge score were significantly difference (P0.001). Through educational intervention, the experimental group and the control group the attitude towards premarital sexual behavior score changes were not significant. (P0.05).4. education intervention, the experimental group and the control group risk score significantly difference (P0.01) before and after the intervention, the experimental group and the group of risk score difference CK (P0.05). After the intervention, aged 20 years and above group risk score increased significantly (P0.05). After the intervention, the experimental group and the group of 20 years old and above risk scores were significantly difference (P0.05); before and after the intervention, aged 20 and above The experimental group and the group of risk score were significantly difference (P0.05). After the intervention, the experimental group, female risk score decreased significantly (P0.05); the control group, the boys of the risk scores increased significantly (P0.05), average risk high risk score. Different intervention. The experimental group and the group of gender differences in risk scores were significantly (P0.05). Conclusion: 1. at baseline, poor grasp the research object of knowledge, the negative attitude of.2. baseline survey on premarital sexual behaviors of most students, has sex to like more, some students of high risk.3. education intervention on the research object to improve the level of knowledge has significant effect on age, gender, educational intervention are effective. The study object of premarital sexual behavior and attitude change effect of.4. educational intervention is significant to control the research object of risk effect on The effect of different age groups was different, and it was effective for the subjects of different sex.

【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G717.9

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