Purpose This study aimed to identify the degree of accident prevention behavior, self-esteem, self-regulation ability, and social support among middle-school students, and investigate factors influencing their practice of accident prevention behaviors.
Methods The participants were 174 students from two middle schools located in J city. Data were collected from December 28, 2017 to February 9, 2018 using self-reported questionnaires.
Results The mean score were 3.08±0.37 of 4 for practice of accident prevention behaviors, 3.07±0.57 of 4 for self-esteem, 3.69±0.48 of 5 for self-regulation ability, and 3.38±0.75 of 5 for social support. Positive correlations were found among self-regulation ability, self-esteem, social support, and practice of accident prevention behaviors. The factors influencing the practice of accident prevention behaviors were personality (being ‘haste’) (β=-.20, p=.003), self- regulation ability (β=.48, p<.001), and social support (β=.23, p<.001). These factors explained 39.0% of the variance in practice of accident prevention behaviors.
Conclusion It was found that the middle-school students engaged in prevention behavior to an extent that was insufficient to prevent accidents. Therefore, it is necessary to develop intervention strategies to improve the practice of accident prevention behavior among middle-school students, considering self-regulation ability, social support, and personality, which affect the practice of accident prevention behaviors.
PURPOSE This quasi-experimental study was conducted to identify the effects of dental health education on dental health knowledge and dental hygiene status in preschoolers. METHODS Forty-one children were recruited from two daycare centers, one of which served as the experimental group and the other as the comparative group without dental health education. Dental health education consisted of knowledge-oriented lecture and individual practice with a tooth simulator. The dental health knowledge was measured using a self-report questionnaire and dental hygiene using a dental plague index. The measurements were taken before and after the education program in the experimental group while only before the education program in comparative group. RESULTS Increases in dental health knowledge and decreases in dental plague index were observed 4 days after the education and lasted at least 8 days after the education. CONCLUSION The findings of this study indicate that dental health care education consisting of a lecture with simulation practice can be effective in improving dental health care in preschoolers at day care center.
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