Rasberry Catherine N, Tiu Georgianne F, Kann Laura, McManus Tim, Michael Shannon L, Merlo Caitlin L, Lee Sarah M, Bohm Michele K, Annor Francis, Ethier Kathleen A
MMWR Morb Mortal Wkly Rep. 2017 Sep 8;66(35):921-927. doi: 10.15585/mmwr.mm6635a1.
Studies have shown links between educational outcomes such as letter grades, test scores, or other measures of academic achievement, and health-related behaviors (1-4). However, as reported in a 2013 systematic review, many of these studies have used samples that are not nationally representative, and quite a few studies are now at least 2 decades old (1). To update the relevant data, CDC analyzed results from the 2015 national Youth Risk Behavior Survey (YRBS), a biennial, cross-sectional, school-based survey measuring health-related behaviors among U.S. students in grades 9-12. Analyses assessed relationships between academic achievement (i.e., self-reported letter grades in school) and 30 health-related behaviors (categorized as dietary behaviors, physical activity, sedentary behaviors, substance use, sexual risk behaviors, violence-related behaviors, and suicide-related behaviors) that contribute to leading causes of morbidity and mortality among adolescents in the United States (5). Logistic regression models controlling for sex, race/ethnicity, and grade in school found that students who earned mostly A's, mostly B's, or mostly C's had statistically significantly higher prevalence estimates for most protective health-related behaviors and significantly lower prevalence estimates for most health-related risk behaviors than did students with mostly D's/F's. These findings highlight the link between health-related behaviors and education outcomes, suggesting that education and public health professionals can find their respective education and health improvement goals to be mutually beneficial. Education and public health professionals might benefit from collaborating to achieve both improved education and health outcomes for youths.
研究表明，诸如字母等级、考试成绩或其他学业成就衡量指标等教育成果与健康相关行为之间存在联系(1-4)。然而，正如2013年一项系统综述所报道的，这些研究中的许多使用的样本并非全国代表性样本，而且相当多的研究现在至少有20年历史了(1)。为了更新相关数据，美国疾病控制与预防中心分析了2015年全国青少年风险行为调查（YRBS）的结果，这是一项每两年进行一次的、基于学校的横断面调查，测量9至12年级美国学生的健康相关行为。分析评估了学业成绩（即在校自我报告的字母等级）与30种健康相关行为（分为饮食行为、体育活动、久坐行为、物质使用、性风险行为、暴力相关行为和自杀相关行为）之间的关系，这些行为是导致美国青少年发病和死亡的主要原因(5)。控制性别、种族/族裔和年级的逻辑回归模型发现，与大多得D/F的学生相比，大多得A、大多得B或大多得C的学生在大多数保护性健康相关行为上的患病率估计在统计学上显著更高，而在大多数健康相关风险行为上的患病率估计显著更低。这些发现凸显了健康相关行为与教育成果之间的联系，表明教育和公共卫生专业人员可以发现他们各自的教育和健康改善目标是互利的。教育和公共卫生专业人员可能会从合作中受益，以实现青少年教育和健康成果的改善。
