Department of Physical Education and Sport Science, Democritus University of Thrace, Saggariou 21, Xanthi, 67100, Greece.
Health Educ Res. 2012 Oct;27(5):780-93. doi: 10.1093/her/cys089. Epub 2012 Aug 20.
The perception about one's health includes feelings about physical and psychological characteristics as well as ways of managing interpersonal relationships. The purpose of this study was to examine the effect of the Health Education Program 'Skills for primary school children' (KE.TH.E.A.-Ministry of Education of Greece. 1998. Educational Program of Prevention: Skills for Elementary Students [Eκπαιδευτικό υλικό πρόληψης: Δεξιότητες για Παιδιά του Δημοτικού]. Athens: KE.TH.E.A, 1998) on children's perceptions about certain dimensions of their quality of life: physical well-being, mental well-being, moods and emotions, self-concept, leisure-autonomy, family life, financial resources, friends, school environment and social acceptance (bullying). Two hundred and eighty-six students of fifth and sixth grade, from schools of Northern and Southern Greece participated. One hundred and twenty-eight (n = 128) formed the experimental group and 158 the control group (n = 158). The experimental group followed the skills program for 23 weeks (one 45 min lesson/week), whereas the control group did not. The Kidscreen Questionnaire (Kim S, Laird M. An Outcome Evaluation of Lions Quest 'Skills for growing' Grades K-5, 1993. Available at: http://www.Lions-quest.org. Accessed: 2 April 2009) was applied to assess health-related quality of life. Results from multivariate analysis of variance with repeated measures indicated that children in the experimental group significantly improved their perceptions of physical well-being, family life, financial aspects, friends, school life and social acceptance. On the other hand, children in the control group significantly improved their perceptions for physical well-being, whereas they deteriorated them significantly for family life, mood and feelings and social acceptance. Also, children as a whole improved their self-concept. Furthermore, analysis of covariance showed that the experimental group had better perceptions of autonomy than the control group in the final measurement. It can be concluded that such a program could lead to the improvement of (i) physical well-being, (ii) family life, (iii) financial resources, (iv) friends, (v) school environment, (vi) social acceptance and (vi) Leisure-Autonomy and to stable perceptions about mood and feelings, dimensions of health-related quality of life.
人们对自身健康的认知包括对身体和心理特征的感受，以及管理人际关系的方式。本研究旨在检验“希腊教育部健康教育计划 '小学生技能'（KE.TH.E.A.，1998 年。预防教育计划：小学生技能[Eκπαιδευτικό υλικό πρόληψης：Δεξιότητες για Παιδιά του Δημοτικού]。雅典：KE.TH.E.A.，1998 年）对儿童生活质量某些方面的认知的影响：身体健康、心理健康、情绪和情感、自我概念、休闲自主性、家庭生活、经济资源、朋友、学校环境和社会接纳（欺凌）。来自希腊北部和南部学校的 286 名五年级和六年级学生参与了这项研究。其中 128 人（n=128）组成实验组，158 人（n=158）组成对照组。实验组接受了 23 周的技能课程（每周 45 分钟一节课），而对照组则没有。采用 Kidscreen 问卷（Kim S，Laird M.对狮子探索“成长技能”的结果评估 K-5，1993 年。可在：http://www.Lions-quest.org. 访问日期：2009 年 4 月 2 日）评估与健康相关的生活质量。重复测量的多元方差分析结果表明，实验组儿童在身体健康、家庭生活、经济方面、朋友、学校生活和社会接纳方面的认知显著提高。另一方面，对照组儿童在身体健康方面的认知显著提高，而在家庭生活、情绪和情感以及社会接纳方面的认知显著下降。此外，儿童的自我概念整体上有所提高。此外，协方差分析表明，实验组在最终测量中的自主感优于对照组。可以得出结论，这样的计划可以提高（i）身体健康、（ii）家庭生活、（iii）经济资源、（iv）朋友、（v）学校环境、（vi）社会接纳和（vi）休闲自主性，并稳定对情绪和情感的认知，这些都是生活质量的相关维度。
