계획된 행동이론을 적용한 초등학생의 칫솔질 행동에 영향을 미치는 요인
Factors Influencing the Toothbrushing Behavior of Elementary School Students Adapted by the Theory of Planned Behavior
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This study was conducted to identify the factors influencing toothbrushing behaviors of elementary school students by adding the variable of ‘self-efficacy’ to the behavioral model based on the theory of planned behavior. To collect the data for an analysis, the self-administered questionnaire was distributed to 443 students in 4th to 6th grades of elementary school placed in Inchon Metropolitan City. The statistical package of PASW 18.0 was employed for the analysis. Results of the analysis revealed that the toothbrushing intention was explained by the subjective norm (b=0.343), the self-efficacy (b=0.171), the perceived behavioral control (b=0.163), and the attitude toward the tooth-brushing behavior (b=0.135). The toothbrushing behavior was explained by the toothbrushing intention (b=0.355) and the self-efficacy (b=0.113). The synthesis of such results suggested that both parents and teachers in school who would be influential to students should guide elementary school students to be habituated to the right toothbrushing. Also it was estimated that the students should understand the importance of toothbrushing through proper oral health education, and they should also become confident in spontaneous toothbrushing by providing them with an environment that could help them practicing the toothbrushing easily.
Abstract
This study was conducted to identify the factors influencing toothbrushing behaviors of elementary school students by adding the variable of ‘self-efficacy’ to the behavioral model based on the theory of planned behavior. To collect the data for an analysis, the self-administered questionnaire was distributed to 443 students in 4th to 6th grades of elementary school placed in Inchon Metropolitan City. The statistical package of PASW 18.0 was employed for the analysis. Results of the analysis revealed that the toothbrushing intention was explained by the subjective norm (b=0.343), the self-efficacy (b=0.171), the perceived behavioral control (b=0.163), and the attitude toward the tooth-brushing behavior (b=0.135). The toothbrushing behavior was explained by the toothbrushing intention (b=0.355) and the self-efficacy (b=0.113). The synthesis of such results suggested that both parents and teachers in school who would be influential to students should guide elementary school students to be habituated to the right toothbrushing. Also it was estimated that the students should understand the importance of toothbrushing through proper oral health education, and they should also become confident in spontaneous toothbrushing by providing them with an environment that could help them practicing the toothbrushing easily.
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