Relationship between Cognitive Factors and Healthy Spine-related Behavior among Pupils | ||
| International Journal of Musculoskeletal Pain Prevention | ||
| Article 6, Volume 8, Issue 4, 2023, Pages 966-971 PDF (897.25 K) | ||
| Document Type: Original Research | ||
| DOI: 10.22034/ijmpp.8.4.966 | ||
| Authors | ||
| Zahra Akbari Chehrehbargh* 1; Sedigheh Sadat Tavafian1; Ali Montazeri2 | ||
| 1Department of Health Education and Health Promotion, Faculty of Medical Sciences, Tarbiat Modares of University, Tehran, Iran. | ||
| 2Health Metrics Research Center, Iranian Institutes for Health Sciences, ACECR, Tehran, Iran | ||
| Abstract | ||
| Aims: Back pain is one of the most important public health problems. It is on the rise among the adolescent and pupil population. This study aimed to assess the relationship between cognitive factors (skills, knowledge, self-efficacy, and expectation beliefs) and back care behavior among pupils. Method and Materials: A cross-sectional study was conducted on a random sample of students attending public elementary schools in Tehran, Iran, from October 2018 to March 2019. They completed a questionnaire containing items on cognitive abilities and a checklist to assess their skills in back care behaviors. Stepwise multiple regression analysis was performed to find out the contribution of cognitive factors to the outcome. Findings: In all, 204 students were entered into the study. The results revealed that 95.3% of the variance in the back behavior was explained by self-efficacy (β=0.586, t=12.08, P<0.001), expectation beliefs (β=0.232, t=5.08, P<0.001), and skills (β=0.181, t=4.46, P<0.001). Conclusion: These results showed that the pupils who had more confidence, skills, and expectation beliefs were more likely to exhibit proper behavior. In this regard, schoolbased back pain prevention interventions should be addressed using key cognitive factors that consider the potential change strategies. | ||
| Keywords | ||
| Cognitive Factors; Spine-related Behavior; Pupils | ||
| References | ||
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