Rezaie Zahra, Kohpeima Jahromi Vahid, Rahmanian Vahid, Sharifi Nader
Research Center for Social Determinants of Health, Jahrom University of Medical Sciences, Jahrom, Iran.
Department of Public Health, Khomein University of Medical Sciences, Khomein, Iran.
J Educ Health Promot. 2022 Nov 26;11:383. doi: 10.4103/jehp.jehp_274_22. eCollection 2022.
The COVID-19 pandemic has become a major problem for education systems. This study was conducted to investigate the effect of educational intervention based on the self-efficacy theory of high-school students in adopting preventive behaviors of COVID-19.
This quasi-experimental study was performed on Hazrat Zahra and Shahed high-school students in Jahrom (southern Iran) in 2021. In total, 160 students (80 each in the intervention group and the control group) were selected by multistage random sampling. Data collection tools included a demographic information questionnaire and self-efficacy in adopting preventive behaviors from COVID-19 researcher-made questionnaire. Questionnaires were completed by all participants before and 3 months after the educational intervention. The educational intervention was performed for 6 weeks by using an educational program based on Bandura self-efficacy theory. The intervention was performed during 12 sessions of face-to-face training in the classroom (two 1-h sessions per week), distributing educational packages and sending educational videos through cyberspace. Data were analyzed using Chi-square test, independent t test, paired t test, and linear regression.
After the educational intervention, a significant difference was observed in the intervention group before and after the educational intervention ( = 0.018) and between the intervention and the control groups ( = 0.001) in the self-efficacy in adopting preventive behaviors from COVID-19 score. Also, the average self-efficacy score of students increased with an increase in parental education level and a history of COVID-19 in family members.
Educational intervention based on self-efficacy theory was shown as an effective method to improve students' self-efficacy in adopting preventive behaviors from COVID-19.
新冠疫情已成为教育系统面临的一个重大问题。本研究旨在探讨基于自我效能理论的教育干预对高中生采取新冠疫情预防行为的影响。
本准实验研究于2021年在伊朗南部贾赫罗姆的哈兹拉特·扎赫拉高中和烈士高中开展。通过多阶段随机抽样共选取了160名学生（干预组和对照组各80名）。数据收集工具包括一份人口统计学信息问卷以及一份由研究人员自制的关于采取新冠疫情预防行为的自我效能量表。所有参与者在教育干预前后均完成了问卷。基于班杜拉自我效能理论的教育项目进行了为期6周的教育干预。干预通过在教室进行12次面对面培训课程（每周两次，每次1小时）、发放教育资料包以及通过网络发送教育视频来实施。数据采用卡方检验、独立t检验、配对t检验和线性回归进行分析。
教育干预后，干预组在采取新冠疫情预防行为的自我效能得分方面，教育干预前后存在显著差异（P = 0.018），且干预组与对照组之间也存在显著差异（P = 0.001）。此外，学生的自我效能平均得分随着父母教育水平的提高以及家庭成员中有新冠病史而增加。
基于自我效能理论的教育干预被证明是提高学生采取新冠疫情预防行为自我效能的有效方法。
