Ashtarian Hossein, Bagheri Parvin, Jalilian Farzad, Almasi Afshin
Department of Health Education and Promotion, School of Health, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Department of Statistics, School of Health, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Iran J Nurs Midwifery Res. 2025 Jul 24;30(4):600-605. doi: 10.4103/ijnmr.ijnmr_434_24. eCollection 2025 Jul-Aug.
Physical activity is a key determinant of adolescent health. However, many female adolescents do not meet the recommended levels of activity. Although educational interventions have been implemented to address this issue, the role of maternal involvement in such programs has not been thoroughly examined. This study aims to bridge this gap by comparing the effects of two physical activity education programs on eighth-grade students' awareness, performance, and self-efficacy.
This semi-experimental study was conducted in 2020 on eighth-grade female students in Khomein, Iran. Six schools were randomly selected, and participants were randomly assigned to three groups: student, student-and-mother, and control. A total of 165 participants were included, with 55 individuals in each group. Data were collected using three questionnaires assessing physical activity awareness, self-efficacy, and performance. Data analysis was conducted using SPSS version 25. Statistics analysis, including one-way ANOVA, Kruskal-Wallis test, paired -test, and Wilcoxon test were used to compare the groups. < 0.05 was considered statistically significant.
There were no statistically significant differences in demographic characteristics among the three groups. The changes in knowledge scores within the student and student-and-mother groups were not statistically significant ( = 0.288); however, both groups demonstrated significantly higher scores compared to the control group ( < 0.001). Regarding performance scores, the student-and-mother group showed a statistically significant improvement over the student group ( < 0.039), and both groups outperformed the control group significantly ( < 0.001). The difference in self-efficacy score in the student-and-mother group was more than that in the student group and was statistically significant, and was higher in both groups than in the control group ( < 0.001).
This study highlights the effectiveness of educational interventions in improving students' awareness, performance, and self-efficacy, with maternal involvement serving as a key factor in enhancing these outcomes.
体育活动是青少年健康的关键决定因素。然而，许多青春期女性未达到推荐的活动水平。尽管已实施教育干预措施来解决这一问题，但母亲参与此类项目的作用尚未得到充分研究。本研究旨在通过比较两个体育活动教育项目对八年级学生的意识、表现和自我效能的影响来填补这一空白。
这项半实验性研究于2020年在伊朗霍梅因的八年级女学生中进行。随机选择了六所学校，参与者被随机分为三组：学生组、学生和母亲组以及对照组。总共纳入了165名参与者，每组55人。使用三份问卷收集数据，分别评估体育活动意识、自我效能和表现。使用SPSS 25版进行数据分析。统计分析包括单因素方差分析、Kruskal-Wallis检验、配对检验和Wilcoxon检验，用于比较各组。P<0.05被认为具有统计学意义。
三组之间的人口统计学特征无统计学显著差异。学生组和学生与母亲组的知识得分变化无统计学显著差异（P = 0.288）；然而，与对照组相比，两组的得分均显著更高（P<0.001）。关于表现得分，学生与母亲组相对于学生组有统计学显著改善（P<0.039），且两组均显著优于对照组（P<0.001）。学生与母亲组的自我效能得分差异大于学生组，且具有统计学显著性，两组均高于对照组（P<0.001）。
本研究强调了教育干预在提高学生意识、表现和自我效能方面的有效性，母亲的参与是增强这些结果的关键因素。
