Contextual and Psychological Factors of Face Mask-Wearing Among Secondary School Students: A Cross-Sectional Survey from Toronto
Notice bibliographique
Résumé
Background: Several studies have investigated the factors associated with mask-wearing in adults, but very few studies have explored mask wearing in children or schools. As such, our study aims to explore the knowledge, attitudes, and psychological factors impacting mask-wearing in high school students. Methods: In February 2023, a cross-sectional survey was distributed online to Grade 9–12 students in a school located in Toronto. The association between knowledge, attitudes and psychological variables was evaluated using descriptive statistics and Kendall’s tau-b rank correlation tests. Thematic analysis was then used to summarize the qualitative responses. Results: A total of 62 participants fully completed the survey. 46.8% (n = 29) identified as male, 43.5% (n = 27) as female, and the median age was 16 years (IQR, 15–17 years). Almost all participants indicated that they were knowledgeable about COVID-19's modes of transmission (n = 57, 92.0%) and preventative measures (n = 60, 96.8%). More participants supported voluntary masking in schools (n = 34, 54.9%) compared to mask mandates (n = 16, 25.9%). Attitudes towards masking in schools, perceived susceptibility, perceived aesthetic, and anxiety-reduction benefits were positively correlated with higher frequencies of mask-wearing (τb = 0.238 to 0.491, p = 0.03 to <0.001). However, perceived barriers (e.g., physical discomfort, hindrance to communication, inconvenience) were negatively correlated (τb = -0.259 to -0.385, p = 0.0019 to <0.001). Age, sex, self-reported COVID-19 knowledge, perceived severity, and perceived medical benefits were not significant correlates of masking behaviour. Qualitative reasons that encouraged individuals to wear masks included protection and aesthetic reasons. Students who did not wear masks questioned the necessity of mask-wearing and commented on the new social norm of not wearing a mask among their classmates. Conclusion: Adolescent mask-wearing is significantly correlated with pre-existing attitudes towards masks, while perceived barriers strongly discourage students from wearing masks. Future research should investigate how to best promote positive beliefs regarding mask-wearing to youth.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».