An Study on Effectiveness of Smoking Prevention Program from Changes in Minors's Smoking Behavior

采用问卷调查法，对1500名中学生的吸烟知识、态度和行为进行了调查。为了解中小学教师对吸烟的知识、态度和行为，于1995年对450名中小学教师进行了问卷调查。对未成年人吸烟持否定态度的教师占多数，对成年人吸烟持否定态度的教师较少。不吸烟的教师和女教师对吸烟的态度较消极。几乎一半的老师甚至还上过预防吸烟的课。本研究的目的是探讨由教师指导、小册子发放和学生自学三种学习方式组成的吸烟干预方案的效果。比较研究前及一年后的追踪调查中，吸烟的知识、态度及行为。本研究以1483名高中生为被试，在三种学习方式都参与的学生中，有理想的知识、态度和行为的学生比例从研究前的10.2%显著提高到一年后的22.2%。这一结果表明，这三种类型的结合，即教师指导，小册子分发和学生自学，在一年后是有效的。虽然本研究无法确定受试者对吸烟的行为变化，但强调了重复学习的重要性。因为他们的态度的积极变化和知识的正确答案的增加在一年后被参加所有三种类型的项目的学生所展示。

We have assessed the knowlege, attitudes and behavior toward smoking among about 1500 high school students through the questionnaire method. Correct answers toward smoking's knowledge were relevant to desirable attitudes and negative images toward smoking.In order to assess their knowledge, attitudes and behavior toward amoking, about 450 teachers of elementary school and junior high schools were asked to answer questionnaires in 1995. Most of the teachers had negative attitude towerd minors'smoking but toward adults'smoking negative attitudes were few. Nonsmoking teacers and female teachers were likely to have negative attitude. Nearly harf of the teachers had even given smoking prevention lessons. Most of them had an opinion that smoking prevention program ought to be begun at the elementary school ages.The aim of this study is to define the effects of a smoking intervention program consisting of three types of learning (instruction by teachers, booklet dissemination and self-learning by students). We compared knowlege, attitude and behavior on smoking at the prior and at the follow up study implemented one year later. The study was carried out on 1483 high school students.The ratio of the students who had desired knowledge, attitude and behavior significantly increased from 10.2% of the prior study to 22.2% of one year later, among the group in which the students participated in all three types of the learning. This result indicate that this combination of all three types, i.e. instruction by teachers, booklet dissemination and self-leaning by students is effective at one year later. Although changes in behavior of subjects' on smoking could not be ascertained in this study, the importance of repeating the leaning was underscored. Because the positive changes in their attitude and the increase in the correct answers in knowledge were exhibited one year later by the students who participated in all three types of program.