ABSTRACT
Objective@#To develop a conceptual framework for prevention intervention plans through a series of case studies, so as to provide inspiration for the design of services to help adolescents form healthy mobile phone use habits.@*Methods@#Convenient sampling method was used to investigate 20 students in grade 8 from 3 schools in Shanghai. Through the research on teenagers use of mobile phones, parents intervention on mobile phone use and comprehensive intervention program on mobile phone use, the evolution process model of parent child conflict in the context of teenagers use of mobile phones is formed, and the comprehensive intervention program on teenagers use of mobile phones is determined.@*Results@#Adolescents motivations for using mobile phones were mainly social fun (37.14%), leisure activities (34.61%) and information search (28.25%). Unilateral intervention methods could not meet the needs of adolescents with different motivations. In most cases, parents make rules without considering children s characteristics and family background, resulting in different degrees of parent child conflict, resulting in invalid rules and repeated negative emotions of teenagers.@*Conclusion@#It is very necessary to adopt the activity design of online and offline integrated service system, so as to promote the healthy mobile phone use habits of teenagers.Comprehensive online and offline intervention methods can help teenagers to obtain other resources and promote the formation of healthy mobile phone use habits.
ABSTRACT
Objective@#Based on the core elements of plysical and health literacy and related sports work guidelines, the study aims to build a dimensional evaluation system of students’ healthy behaviors.@*Methods@#Literature review, questionnaire survey, Delphi expert method and analytic hierarchy process were used in the study.@*Results@#The three level of indicators evaluating students’ healthy behaviors were constructed, including exercise habits, emotional regulation, and adaptive ability as primary indicators, as well as class attendance and participation(9.80%), competition participation(8.29%), weekly exercise frequency(3.77%), participation in extracurricular leisure sports(7.65%), and self-expression in class, joy(10.06%), challenges and breakthroughs in class(8.74%), attitudes to sports(11.45%), healthy and civilized lifestyles(6.56%), conscious improvement of physical fitness and status(7.22%), mental health(8.49%) and interpersonal skills(7.98%). The ANP method was used to construct a dimensional evaluation model of student health behavior, and the analytic hierarchy process was used to analyze the weights of various indicators. The results showed that the weights of exercise habits, emotional regulation, and adaptive ability of the primary indicators of student health behavior assessment were 39.50%, 30.25%, and 30.25%, and the weights of related secondary indicators.@*Conclusion@#The most important indicator evaluating students ‘healthy behaviors is the students’ attitude towards sports and the actual situation of participating in sports. It reflects the true demands of students’ healthy behavior development. The student health behavior dimension evaluation system is scientific and reasonable, and it is developmental.