臺灣青少年靜態行為問卷之發展

Development of a sedentary behavior questionnaire for Taiwanese adolescents

緒論：本研究目的在發展一份具信度與效度的問卷，以測量臺灣青少年從事不同種類靜態行為的時間量及其每日總靜態時間。方法：本研究邀請97位彰化市國中生填寫問卷兩次，間隔一週，期間並配戴三軸加速規。透過斯皮爾曼等級相關及相依樣本t檢定分析一週再測信度。效標關聯效度則先使用斯皮爾曼等級相關分析，檢視自陳式總靜態時間與加速規測量總靜態時間二者的關聯。其次，使用Bland-Altman Plot比較二者的一致性。結果：問卷所測的每日總靜態時間為6.11（標準差＝2.98）小時。有關一週再測信度，相依樣本t檢定顯示：除「讀書／寫功課」外，自陳式總靜態時間與各類靜態時間在一週前測與後測上均未有顯著差異。斯皮爾曼相關分析發現：相關係數在0.7以上有2題：「用電腦休閒娛樂」與「聽／彈奏音樂」；係數介於0.60與0.69有5題：「講電話」、「家教／補習」、「閱讀課外讀物」、「搭車」與「用電腦做功課」；係數介於0.50－0.59有3題：「讀書／寫功課」、「看電視」與「做手工藝／其他」；總靜態時間則為0.72。自陳式總靜態時間與加速規測量總靜態時間有顯著相關（Spearman'sρ＝0.55），顯示效標關聯效度良好。依據Bland-Altman Plot，自陳式總靜態時間平均每天低估加速規測量之總靜態時間約1.36小時。結論：整體而言，本研究已提供此問卷具有測量臺灣青少年靜態行為信度與效度之初步證據。

Introduction: The aim of current study was to develop a questionnaire with good reliability and validity for measuring Taiwanese adolescents' total and domain-specific time spent engaging in various sedentary behaviors. Methods: Ninety-seven junior high school students in Changhua City participated in this study. They completed the questionnaire twice over a one-week period and wore a tri-axial accelerometer during this period. The test-retest reliability was examined by Spearman's rank correlation and paired-samples t-test. The criterion-related validity in total sedentary time per day was first examined by Spearman's rank correlation between self-report measurement and accelerometer-assessed measurement. In addition, a Bland-Altman Plot was used to compare the consistency between these two measurements. Results: The results showed that the mean self-reported total sedentary time was 6.11 (SD = 2.98) hours. With regard to the test-retest reliability, there was no significant difference in total and domain specific time of self-report sedentary behavior, except for “Studying/Doing homework.” The Spearman's rank correlation coefficients of the total sedentary time per day, and the two domain specific items, “Using a computer for fun” and “Playing/practicing a musical instrument,” were higher than the recommended level 0.70. The coefficients of the other five items, “Using the phone,” “Out-of-school-hours tutoring,” “Reading for fun,” “Passive transport,” and “Using a computer for homework,” ranged between 0.60 and 0.69. The reliability of the remaining Three items-“Studying/Doing homework,” “Watching TV,” and “Doing crafts or others,” ranged from 0.50 to 0.59. Results also showed that there was a significant correlation in total sedentary time between self-report measurement and accelerometer-assessed measurement (Spearman's ρ = 0.55), indicating a good criterion-related validity. According to Bland-Altman Plot, compared to accelerometer- assessed measurement, the self-report questionnaire underestimated the total sedentary time per day about 1.36 hours, which was better (i.e., less underestimated) than previous research. Conclusion: The current study showed the preliminary evidence that our questionnaire was useful for measuring the sedentary behavior in Taiwanese adolescents with acceptable reliability and validity.