한국 고등학생의 음주 미디어 리터러시 교육 요구도 및 관련 요인
The educational needs of alcohol media literacy and related factors among high school students in the Republic of Korea
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Objectives: This study investigates (a) the current status and future needs of alcohol prevention education in high schools, focusing on alcohol media literacy (AML); (b) the differences in educational needs for alcohol prevention between teachers and students; and (c) the factors associated with the need for AML education among students. Methods: We analyzed cross-sectional data collected from 118 teachers and 159 students in 2021. For the first and second objectives, we conducted descriptive analyses and t-tests, respectively. For the third objective, we conducted multiple linear regression analyses. Results: Only four students reported attending AML education; only two teachers provided AML education to students. Unlike teachers, students did not think that AML education was necessary. Students’ needs for AML education were negatively associated with subjective household income, drinking experiences, and critical thinking regarding media. Conclusion: To successfully implement AML education, school settings should be changed favorably for AML education (e.g., developing standardized AML programs and strengthening teachers’ capacity for AML education) and the levels of awareness about AML should be improved. Finally, particular attention should be paid to at-risk students (e.g., those from lower-income households and those who have drinking experiences) so that they can recognize the necessity for AML education.
Abstract
Objectives: This study investigates (a) the current status and future needs of alcohol prevention education in high schools, focusing on alcohol media literacy (AML); (b) the differences in educational needs for alcohol prevention between teachers and students; and (c) the factors associated with the need for AML education among students. Methods: We analyzed cross-sectional data collected from 118 teachers and 159 students in 2021. For the first and second objectives, we conducted descriptive analyses and t-tests, respectively. For the third objective, we conducted multiple linear regression analyses. Results: Only four students reported attending AML education; only two teachers provided AML education to students. Unlike teachers, students did not think that AML education was necessary. Students’ needs for AML education were negatively associated with subjective household income, drinking experiences, and critical thinking regarding media. Conclusion: To successfully implement AML education, school settings should be changed favorably for AML education (e.g., developing standardized AML programs and strengthening teachers’ capacity for AML education) and the levels of awareness about AML should be improved. Finally, particular attention should be paid to at-risk students (e.g., those from lower-income households and those who have drinking experiences) so that they can recognize the necessity for AML education.
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