일부 지역 중학생의 사회적 지지와 학급응집력이 건강관련 삶의 질에 미치는 영향
Effects of Social Support and Class Cohesiveness on Health-related Quality of Life in Middle School Students
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Objectives: Health-related quality of life (HRQoL) is an important outcome for middle school students. This study was designed to illustrate the effect of social support and class cohesiveness associated onHRQoL. Methods: The subjects comprised 516 students from three middle schools in Daegu, South Korea thatresponded to a self-administered questionnaire in February 2014. The purposes of the questionnaire wereexplained to the subjects. Results: The total mean of HRQoL was 81.1±15.3. Social functioning showed the highest score of87.1±15.3 and emotional functioning showed the lowest score of 73.8±21.5. Teacher support (B=3.185,p=0.001) had a significant effect on the physical health summary scores. Class cohesiveness (B=2.237,p=0.022), friendships (B=5.102, p<0.001) and teacher support (B=2.498, p=0.006) had a significant effect onthe psychosocial health summary scores. Finally, class cohesiveness (B=2.137, p=0.016), friendships (B=4.133,p<0.001) and teacher support (B=2.670, p=0.001) had a significant effect on the overall scores. Conclusion: The results of this study provide a basis for the development of strategies to improvehealth-related quality of life for middle school students, namely that relevant programs should be based onthe improvement of social support and class cohesiveness.
Abstract
Objectives: Health-related quality of life (HRQoL) is an important outcome for middle school students. This study was designed to illustrate the effect of social support and class cohesiveness associated onHRQoL. Methods: The subjects comprised 516 students from three middle schools in Daegu, South Korea thatresponded to a self-administered questionnaire in February 2014. The purposes of the questionnaire wereexplained to the subjects. Results: The total mean of HRQoL was 81.1±15.3. Social functioning showed the highest score of87.1±15.3 and emotional functioning showed the lowest score of 73.8±21.5. Teacher support (B=3.185,p=0.001) had a significant effect on the physical health summary scores. Class cohesiveness (B=2.237,p=0.022), friendships (B=5.102, p<0.001) and teacher support (B=2.498, p=0.006) had a significant effect onthe psychosocial health summary scores. Finally, class cohesiveness (B=2.137, p=0.016), friendships (B=4.133,p<0.001) and teacher support (B=2.670, p=0.001) had a significant effect on the overall scores. Conclusion: The results of this study provide a basis for the development of strategies to improvehealth-related quality of life for middle school students, namely that relevant programs should be based onthe improvement of social support and class cohesiveness.
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