Babaeer Lena Y, Stylianou Michalis, Nickbakht Mansoureh, Gomersall Sjaan R
School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
Department of Clinical Nutrition, Faculty of Applied Medical Sciences, Umm Al-Qura University, Makkah, Saudi Arabia.
Health Promot J Austr. 2025 Apr;36(2):e70003. doi: 10.1002/hpja.70003.
Informed by the World Health Organisation's (WHO) framework on health behaviours and educational outcomes (EO), this study examined university students' perceptions about factors influencing their health behaviours and relationships between health behaviours and EO.
Data collection involved 12 semi-structured focus groups with 37 domestic and international undergraduate students (32 females; mean age = 20.3 ± 3.43 years) studying in various academic years and programs at the main campus of The University of Queensland. Data analysis included an initial inductive thematic analysis to develop themes, followed by a deductive thematic analysis to map the identified themes onto the WHO framework.
Several themes were identified regarding students' health behaviours, including factors at the micro (knowledge and skills; personal attributes; socio-demographic characteristics; time), meso (geographic location; university; social influences), and macro (COVID-19 related policies and restrictions) levels. Two themes were identified relating to students' perceptions of the relationships between health behaviours and EO (relationships with short-term EO; elements mediating this relationship), with most relevant discussions centred around sleep.
Findings suggest that to optimise university students' health and EO, strategies should target multiple health behaviours and address multiple levels of influence. Interventions focused on time management skills and understanding sedentary behaviour may be particularly useful for this population. SO WHAT?: University students' health behaviours should be addressed with consideration of the educational context and use of contextually relevant frameworks. Promotion efforts should prioritise strategies that address multiple levels of influence, which may result in positive outcomes across multiple health behaviours and EO.
本研究以世界卫生组织（WHO）关于健康行为和教育成果（EO）的框架为依据，调查了大学生对影响其健康行为的因素以及健康行为与教育成果之间关系的看法。
数据收集涉及12个半结构化焦点小组，共有37名国内外本科生（32名女性；平均年龄 = 20.3 ± 3.43岁），他们在昆士兰大学主校区的不同学年和专业学习。数据分析包括初步的归纳主题分析以形成主题，随后进行演绎主题分析，将确定的主题映射到WHO框架上。
确定了几个与学生健康行为相关的主题，包括微观层面（知识和技能；个人属性；社会人口特征；时间）、中观层面（地理位置；大学；社会影响）和宏观层面（与COVID-19相关的政策和限制）的因素。确定了两个与学生对健康行为和教育成果之间关系的看法相关的主题（与短期教育成果的关系；介导这种关系的因素），最相关的讨论集中在睡眠方面。
研究结果表明，为了优化大学生的健康和教育成果，策略应针对多种健康行为并解决多个影响层面的问题。侧重于时间管理技能和理解久坐行为的干预措施可能对这一人群特别有用。那又如何？：应在考虑教育背景和使用与背景相关的框架的情况下解决大学生的健康行为问题。推广工作应优先考虑解决多个影响层面的策略，这可能会在多种健康行为和教育成果方面产生积极结果。
