Article

Factors Affecting on Health Promoting Behaviors among Teachers with Middle-aged Women Experiencing Menopause

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Abstract

Purpose: This study examined the relationships among menopausal symptom, self-efficacy, health promoting behaviors, and investigated factors affecting health promoting behaviors of teachers with middle-aged women experiencing menopause. Methods: From September to October 2012, a convenience sample of 252 subjects aged 40 to 60 years was recruited from 8 elementary schools, 3 middle schools and 5 high schools. The data analysis was done by ANOVA and stepwise multiple regression. Results: Menopausal symptom of subjects was slightly lower than general middle aged women and the average level of health promoting behaviors was similar to general middle aged women. Health promoting behaviors were differentiated by severity of menopausal symptom, not by menstruation state. Menopausal symptom was negatively related to health promoting behaviors. The most significant factor affecting health promoting behaviors was self efficacy (14.3%). The combination of self efficacy, menopausal symptom, and elementary school teachers accounted for 20.1% of health promoting behavior. Conclusion: When developing health promotion program for teachers with middle-aged women, such program should consider self-efficacy, menopausal symptom, and school type.

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... In this study, the mean score for Korean teachers' health-promoting behaviors was not higher than previous HPLP-II findings for teachers [32,33]. In both the present and previous studies, respondents' mean scores for HPLP-II nutrition, spiritual growth, and interpersonal relations domains were higher than the overall mean scores, and the means for health responsibility and physical activity were lower than the overall mean scores [32,33]. ...
... In this study, the mean score for Korean teachers' health-promoting behaviors was not higher than previous HPLP-II findings for teachers [32,33]. In both the present and previous studies, respondents' mean scores for HPLP-II nutrition, spiritual growth, and interpersonal relations domains were higher than the overall mean scores, and the means for health responsibility and physical activity were lower than the overall mean scores [32,33]. Schools are the best settings for encouraging children's physical activity [46]. ...
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Teachers are not only subjects of school health efforts but also role models for students’ health behaviors; teachers’ health-promoting behaviors can induce students’ healthy behaviors with their positive health outcomes. This study was an examination of personal factors, situational factors, and health literacy as influences on teachers’ health-promoting behaviors. A hierarchical multiple regression analysis was implemented based on an integrated model of health literacy. The study results showed that health literacy was the strongest predictor of teachers’ health-promoting behaviors. In addition, school type and school culture were situational factors related to the interpersonal relations and stress management domains of the Health-Promoting Lifestyle Profile II scale. These findings could serve as foundational evidence for developing programs at the individual and organizational levels that enhance teachers’ health-promoting behaviors.
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There is a growing body of scientific knowledge regarding development during the middle years which has so far been relegated to discipline-specific texts and journals (e.g., clinical psychology and endocrinology). This book consolidates main findings across disciplines, with a life-span perspective of midlife. Coverage includes individual development in middle age from psychological and biological perspectives, as well as the sociocultural context in which middle-aged individuals live and work, including physical health in midlife, psychological well-being, cognitive development, the impact of work on the individual, and the general development of "self." This age period is increasingly becoming the focus of scholarly attention as members of the largest cohort in US history are now moving into the middle years (i.e., the "baby boomers"). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of per- sonal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of ob- stacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more de- pendable the experiential sources, the greater are the changes in perceived self- efficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and be- havioral changes. Possible directions for further research are discussed.
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A select group of investigators attended a structured workshop, the Stages of Reproductive Aging Workshop (STRAW), at Park City, Utah, USA, in July 2001, which addressed the need in women for a staging system as well as the confusing nomenclature for the reproductive years.
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