Murphey David A, Lamonda Kelly H, Carney Jan K, Duncan Paula
Vermont Agency of Human Services, Waterbury, Vermont 05671, USA.
J Adolesc Health. 2004 Mar;34(3):184-91. doi: 10.1016/j.jadohealth.2003.05.004.
To test the utility of a brief measure of developmental assets for predicting risk and health-promoting behaviors.
Six "assets" questions were added to an existing school-based survey of health-related behaviors. "Asset" questions dealt with students' grades in school, their communication with parents about school, students' perceptions of their role in school decision-making, students' participation in after-school activities and volunteering, and students' perceptions that they "matter" in their community. Participants were 30,916 Vermont students in grades 8-12. The sample included approximately equal numbers of girls and boys. It was 92% white. Fifty-nine percent of students' mothers had completed at least some postsecondary education (according to student report). Data were analyzed by Chi-square techniques and logistic regression.
Number of assets (0-6) was negatively related to students' engagement in each of seven risk behaviors, and positively related to three health-promoting behaviors. The effects of number of assets were in most cases independent of demographic variables. Among the six assets, academic success (grades in school) contributed the greatest effect for most of the outcome measures; however, each of the assets contributed significant independent effects to multiple risk- and health-behaviors.
Students' assets, even if relatively few, may make important contributions to wellness, independent of other well-established demographic factors.
测试一种简短的发展资产测量方法在预测风险和促进健康行为方面的效用。
在一项现有的与健康相关行为的校内调查中增加了六个“资产”问题。“资产”问题涉及学生在学校的成绩、他们与家长关于学校事务的沟通、学生对自己在学校决策中角色的认知、学生参与课外活动和志愿服务的情况，以及学生对自己在社区中“重要性”的认知。参与者为佛蒙特州30916名8至12年级的学生。样本中男女生人数大致相等。样本中92%为白人。据学生报告，59%的学生母亲至少完成了一些高等教育。数据采用卡方技术和逻辑回归进行分析。
资产数量（0至6）与学生参与的七种风险行为中的每一种均呈负相关，与三种促进健康行为呈正相关。在大多数情况下，资产数量的影响独立于人口统计学变量。在这六个资产中，学业成就（学校成绩）对大多数结果指标的影响最大；然而，每一项资产对多种风险行为和健康行为都有显著的独立影响。
学生的资产，即使相对较少，也可能对健康做出重要贡献，独立于其他已确立的人口统计学因素。
