某科技大學藥物濫用預防多媒體教材介入成效研究

Abstract

本研究旨在探討藥物濫用預防多媒體教材介入，對科技大學學生藥物濫用認知、藥物濫用預防態度、藥物濫用預防生活技能、藥物濫用拒絕效能及成癮藥物使用意向之成效。 本研究採準實驗設計，研究對象為101學年度北部某科技大學校日間部一年級學生，實驗組181名、對照組149名。實驗組接受2節課（80分鐘）藥物濫用預防多媒體教材介入，對照組未接受介入。實驗介入前1週實施前測，介入後立即後測。收集的資料以廣義估計方程式（Generalized Estimating Equations, GEE）分析方法進行統計檢定。 研究結果如下： 一、多媒體教材介入可顯著增加整體受測學生的藥物濫用認知、藥物濫用預防態度、藥物濫用預防生活技能、藥物濫用拒絕效能。 二、多媒體教材介入可顯著增加高社經受測學生的藥物濫用認知、藥物濫用預防態度。 三、多媒體教材介入可顯著增加低社經受測學生的藥物濫用認知、藥物濫用預防生活技能。 根據研究結果，建議運用藥物濫用預防多媒體教材介入，以強化大學生的藥物濫用認知、藥物濫用預防態度、藥物濫用預防生活技能、藥物濫用拒絕效能，另建議未來研究能針對不同社經狀況發展藥物濫用預防課程。

The purpose of this study was to evaluate the effects of a multimedia-based drug abuse prevention intervention on drug-related knowledge, attitudes, life skills, drug refusal efficacies, and drug use intention among college students in northern Taiwan. This study was a quasi-experimental design. Participants were first-grade college students from a school in northern Taiwan. There were 181students in the experimental group and 149 students in the control group. Students in the experimental group participated in an 80-minute multimedia-based drug abuse prevention intervention, while students in the control group received no intervention. A pre-test was conducted one-week before the intervention, while a post-test was conducted after the intervention. Generalized Estimating Equations (GEE) were used to examine the effects. The main results were as follows: 1. Overall, the multimedia-based drug abuse prevention intervention significantly increased drug-related knowledge, attitudes, life skills, and drug refusal efficacies for participating students. 2. For high socioeconomic status (SES) students, the multimedia-based drug abuse prevention intervention significantly increased drug-related knowledge and attitudes. 3. For low SES students, the multimedia-based drug abuse prevention intervention significantly increased drug-related knowledge and life skills. The results of the present study support the implementation of multimedia-based drug abuse prevention intervention to enhance drug-related knowledge, attitudes, life skills, and drug refusal efficacies. In addition, the development of SES-specific drug abuse prevention curriculum is recommended.