教師健康素養、健康行為與膳食纖維、維生素D及鈣攝取量之相關研究

Abstract

研究背景與目的：健康素養為影響個人健康行為的重要決定因子，其中包括較健康的飲食型態攝取。過去部分研究指出健康素養與飲食行為之間具有關聯性，但結果尚不一致，且針對教師族群的探討仍相對不足。因此，本研究旨在探討教師的一般性健康素養是否能有效預測其營養素攝取行為，並以國人普遍攝取不足的三項營養素：膳食纖維、維生素D與鈣為例，同時納入社會人口學與健康行為等變項，進一步了解其對營養素攝取之影響。研究方法：研究為橫斷性研究，以國小、國中及高中正式教師為研究對象，收集其社會人口背景資料，另採用中文多面向健康識能量表(MMHLQ)及飲食頻率問卷為研究工具，並採立意及滾雪球抽樣方式，以線上記名問卷收集資料，總共回收有效問卷182份。資料分析使用卡方及羅吉斯回歸分析，探討教師健康素養與膳食纖維、維生素D及鈣攝取量之關聯性及其影響因素。研究結果：結果顯示教師整體具有較高的一般性健康素養，但在膳食纖維、維生素D與鈣的攝取量上仍普遍不足。社會人口學與健康行為變項對健康素養本身無顯著影響，但在營養素攝取方面則具有顯著關聯，特別是女性教師相較男性有較高的維生素D與鈣攝取量，高運動量者攝取膳食纖維與鈣的表現亦較佳，而不飲酒者則更可能達到較高的維生素D與鈣攝取量。整體而言，一般性健康素養與三項營養素攝取量間未呈現統計顯著關聯，代表僅提升一般性健康素養尚不足，應結合更具體的營養教育內容與實務策略，才能真正促進飲食行為的改變。研究建議：實務上應強化教師的營養相關知識與實務應用能力，並設計飲食規劃實作活動提升實踐力，同時應結合健康行為介入措施，如融入運動營養訓練課程，強化教師健康行為參與。研究方面，建議未來採用縱貫設計追蹤行為變化，並納入個人動機與環境因素，以建構更完整的飲食行為模式，同時擴大樣本數以提高研究結果之穩定性與代表性。

Background and Objective: Health literacy is a key determinant of individual health behaviors, including healthier dietary patterns. Although previous studies have suggested a potential association between health literacy and dietary behaviors, findings remain inconsistent, and research focusing on teachers is relatively limited. Therefore, this study aimed to examine whether general health literacy can effectively predict nutrient intake behaviors among teachers, with a focus on three commonly under-consumed nutrients in the Taiwanese population: dietary fiber, vitamin D, and calcium. The study also incorporated sociodemographic and health behavior variables to further understand their impact on nutrient intake. Methods: This cross-sectional study recruited formal elementary, junior high, and senior high school teachers as participants. Data on sociodemographic characteristics were collected, and the Chinese version of the Multidimensional Health Literacy Questionnaire (MMHLQ) and a food frequency questionnaire were used as measurement tools. Using purposive and snowball sampling methods, a total of 182 valid responses were collected through an online questionnaire. Chi-square tests and logistic regression analyses were employed to examine the associations between health literacy and intake of dietary fiber, vitamin D, and calcium, as well as the related influencing factors. Results: The results indicated that although teachers demonstrated relatively high levels of general health literacy, their intake of dietary fiber, vitamin D, and calcium was generally inadequate. While sociodemographic and health behavior variables were not significantly associated with health literacy itself, they were significantly related to nutrient intake. Female teachers had higher intake levels of vitamin D and calcium compared to males; higher physical activity was positively associated with greater intake of dietary fiber and calcium; and non-drinkers were more likely than drinkers to consume sufficient amounts of vitamin D and calcium. Notably, general health literacy was not significantly associated with the intake of any of the three nutrients, suggesting that enhancing general health literacy alone may be insufficient to improve dietary behaviors. Therefore, more targeted nutrition education and practical strategies are warranted.Recommendations: To enhance the effectiveness of nutrition-related behavior change, it is recommended to strengthen teachers’nutrition knowledge and practical application skills through structured dietary planning activities. Health behavior interventions, such as integrating exercise-based programs and sports nutrition education, may also encourage greater engagement in healthy lifestyles. Future studies are advised to adopt longitudinal designs to better understand behavioral change over time, and to incorporate individual motivation and environmental factors into more comprehensive dietary behavior models. Expanding the sample size is also suggested to improve the stability and representativeness of the findings.