Research on the KA B Model of College Health Education

Research on the KA B Model of College Health Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Research on the KA B Model of College Health Education Yuehui Zhao, Yangyang Guan This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6157931/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study surveyed the health knowledge, attitudes, and behaviors of 4,508 college students in Jiangsu Province, aiming to reveal the relationships between them and to provide strategies for improving students' physical fitness. The survey found that most students performed well in terms of health knowledge, especially in the area of sexual and reproductive health, with a high rate of knowledge awareness. Students had positive emotions and willingness towards learning health knowledge and recognized the importance of health. Despite this, the formation rate of some healthy behaviors still needs improvement. The KAB model indicates that the formation of healthy behaviors is positively influenced by health knowledge and attitudes. Therefore, popularizing health education in colleges and universities, helping students acquire more health knowledge and cultivate positive attitudes, is key to promoting good health behaviors. Jiangsu Province college students knowledge attitude behavior Figures Figure 1 1. Introduction The World Health Organization (WHO) stated in 1997 that health is not merely the absence of disease, but also encompasses a state of complete physical, mental, and social well-being. Schools play a vital role in health education14[1]. This illustrates that school health education has long been a significant issue of global concern. With the advancement of the times, China has increasingly emphasized school health education in recent years[2], with the concept of "Healthy China" elevated to a national development strategy[3]. In 2016, the Central Committee of the Communist Party of China and the State Council issued the "Healthy China 2030 Planning Outline", which explicitly stated the intention to "increase the intensity of health education in schools, integrate health education into the national education system, and make health education an essential component of quality education at all stages". In this context, higher education represents a critical period for the physical and mental growth of students, as well as the formation of health literacy and healthy living habits. Therefore, prioritizing school health education, promoting its implementation, and enhancing students' health literacy is indispensable[4]. In 2017, the Ministry of Education released the "Guidelines for Health Education in Regular Higher Education Institutions" (hereinafter referred to as the "Guidelines"), which outlined the development path and direction for health education in higher education institutions, as well as specifying the core content of such education[5]. Furthermore, the "Guidelines" highlighted that the mutual reinforcement of knowledge transmission and behavior cultivation should be followed as a fundamental principle in conducting health education in universities[5]. This emphasizes that the dissemination of knowledge and the formation of behaviors are critical steps in the development of school health education[6]. It has been shown that the acquisition of knowledge influences changes in attitudes, which, in turn, leads to the formation of health-related behaviors[7]. This is exemplified by the renowned KAB model in the field of school health education in Japan in recent years[8]. However, current research findings regarding KAB in the context of health education among college students in China remain unclear. Therefore, this study analyzes the knowledge, attitudes, and behaviors related to school health education among college students in Jiangsu Province, with the aim of further understanding the current status of health education among college students and establishing a KAB model for health education in this demographic. 2. Materials and Methods 2.1 Objects Jiangsu Province is one of the most dynamic, open, and innovative regions in China. It plays a pivotal strategic role in the overall national modernization drive and the comprehensive opening-up strategy.[9][10]. This study conducted an online questionnaire survey among college students in Jiangsu Province using stratified sampling, collecting a total of 4,508 valid questionnaires. Among these, 2,188 were male students and 2,320 were female students. Students were also categorized by major, with 752 majoring in physical education and 3,756 in non-physical education fields (see Table 1). The survey was conducted from August 2023 to February 2024. Table 1 Characteristics of Survey Subjects Category Total Male Female Physical Education Non-Physical Education Number (n) 4508 2188 2320 752 3756 Proportion (%) 100.0 48.5 51.5 16.7 83.3 2.2 Methods According to the relevant content and requirements outlined in the Ministry of Education's "Guidelines"[5] and with reference to literature[11][12][13], a questionnaire was designed by experts after discussions and testing its applicability and accuracy through a pilot survey. The main content of the questionnaire included basic information as well as three aspects: health knowledge, health attitudes, and health behaviors. Health knowledge specifically covered five dimensions: "healthy lifestyle", "disease prevention", "mental health", "sexual and reproductive health", and "safety emergency and risk avoidance", with a total of 20 questions. There were 14 questions related to health attitudes and 10 questions regarding health behaviors, amounting to a total of 44 questions. All questions were structured on a four-point Likert scale: health knowledge (1 very well aware, 2 basically aware, 3 not very aware, 4 completely unaware); health attitudes (1 strongly agree, 2 agree, 3 not very agree, 4 completely disagree); health behaviors (1 often do, 2 occasionally do, 3 rarely do, 4 never do). Statistical analysis showed that the reliability of the health knowledge questionnaire, as measured by Cronbach’s α coefficient, was 0.958; for health attitudes, it was 0.969; and for health behaviors, it was 0.920. Generally, an α coefficient less than 0.05 indicates poor internal consistency, while above 0.7 indicates an acceptable level of internal consistency, and above 0.8 indicates very high internal consistency[14]. Therefore, it can be concluded that this questionnaire has very high internal consistency for health knowledge, health attitudes, and health behaviors. Additionally, the structural validity of the questionnaire was assessed through the Kaiser-Meyer-Olkin (KMO) measure and Bartlett's test of sphericity. The KMO coefficients for health knowledge, health attitudes, and health behaviors were 0.954, 0.968, and 0.928, respectively, with all showing significance at p < 0.001. Generally, the closer the KMO value is to 1, the better the structural validity, while values below 0.5 indicate poor structural validity[15]. Thus, it can be determined that the questionnaire's structural validity for health knowledge, health attitudes, and health behaviors is excellent. 2.3 Statistical Analysis First, for health knowledge, the items were categorized into five dimensions: "healthy lifestyle", "disease prevention", "mental health", "sexual and reproductive health", and "safety emergency and risk avoidance". For health attitudes and health behaviors, factor analyses were conducted using the maximum likelihood method to determine their factor structures. The factor consistency coefficients for each item were sorted, and the final factor types were organized after optimal oblique rotation, resulting in three factors for health attitudes and four factors for health behaviors. Next, in order to explore the relationships among knowledge, attitudes, and behaviors in higher education health education, a path analysis was conducted using covariance structure analysis with the maximum likelihood method. The model was repeatedly modified by removing insignificant paths and analyzed until the best model fit was achieved. The validity of the model was assessed using fit indices such as GFI, AGFI, and RMSEA. The criteria for assessment were that under the condition of GFI ≥ AGFI, the closer the values of GFI and AGFI are to 1, the higher the model fit. RMSEA indicates the deviation between the model distribution and the true distribution per degree of freedom; a value less than 0.05 indicates very good fit, while a value of 0.1 or greater indicates poor fit[16]. Finally, the data were processed again by combining responses of options 1 and 2 into "affirmative responses" and options 3 and 4 into "negative responses". The proportions were then calculated, and a chi-square analysis was used to assess statistical differences based on gender and major, with p < 0.05 considered statistically significant. Statistical analyses were conducted using IBM SPSS Statistics 26 and IBM SPSS Amos 26 data analysis software. 3. Results 3.1 Current Status of KAB in Health Education at Universities In order to analyze the current status of KAB in health education at universities, relevant data were first organized. In the status of health knowledge, the awareness rate was obtained by combining affirmative options (1 very well aware, 2 basically aware). In the status of health attitudes, the formation rate of health attitudes was derived by combining affirmative options (1 strongly agree, 2 agree). In the status of health behaviors, the formation rate of health behaviors was obtained by combining affirmative options (1 often do, 2 occasionally do). A thorough analysis was conducted from three aspects: overall, gender differences, and major differences, leading to the following conclusions. 3.1.1 Current Status of Health Knowledge Regarding the status of health knowledge among college students, the "Guidelines" clearly states that the content of health education in universities mainly includes five aspects: health "lifestyle", "disease prevention", "mental health", "sexual and reproductive health", and "safety emergency and risk avoidance"[5]. Therefore, the analysis is conducted based on the five dimensions mentioned above. (1)The overall awareness rate of health knowledge regarding "healthy lifestyles" ranges from 81.5% to 90%, consisting of four items: "① methods to enhance physical fitness", "② healthy eating habits", "③ hazards of smoking" and "④ knowledge of food safety". Significant gender differences were found in the items "① methods to enhance physical fitness" and "③ hazards of smoking". In item "①" the awareness rate among male students was 84.6%, higher than the 78.6% among female students. In item "③", the awareness rate for male students reached 88.3%, compared to 84% for female students. In the analysis of differences by major, significant differences were observed in three items: "① methods to enhance physical fitness", "② healthy eating habits" and "③ hazards of smoking", with physical education students showing significantly higher awareness rates than non-physical education students. Specifically, in item "①", the awareness rate among physical education students was 93.6%, significantly higher than the 79.1% among non-physical education students. However, for item "④ knowledge of food safety", no statistical differences were found regarding gender or major (see Table 2). Table 2 Awareness Rate of Health Knowledge Regarding Healthy Lifestyle (%) Item Total Male Female χ² p Physical Education Non-Physical Education χ² p ① 81.5 84.6 78.6 6.785 0.009 93.6 79.1 21.854 <0.001 ② 90 89.9 90 0.001 0.976 94.7 89 5.543 0.019 ③ 86.1 88.3 84 4.411 0.036 92.6 84.8 7.912 0.005 ④ 84.2 82.6 85.7 1.978 0.16 83.5 84.3 0.082 0.775 (2)The overall awareness rate of health knowledge regarding "disease prevention" ranges from 57.5% to 83.3%, consisting of four items: "⑤ knowledge related to influenza prevention", "⑥ the harm of antibiotics to health", "⑦ common methods for assessing health status" and "⑧ knowledge of chronic disease prevention". Among these, item "⑤ knowledge related to influenza prevention" had the highest awareness rate at 83.3%, while item "⑥ the harm of antibiotics to health" had the lowest awareness rate at 57.5%, which is the lowest among all health knowledge items. In the analysis of disease prevention, all four items—"⑤ knowledge related to influenza prevention", "⑥ the harm of antibiotics to health", "⑦ common methods for assessing health status" and "⑧ knowledge of chronic disease prevention"—showed significant differences in both gender and major groupings. In terms of gender, male students had a significantly higher awareness rate for disease prevention than female students. In terms of major, physical education students exhibited a significantly higher awareness rate of disease prevention knowledge compared to non-physical education students (see Table 3). Table 3 Awareness Rate of Health Knowledge Regarding Disease Prevention (%) Item Total Male Female χ² p Physical Education Non-Physical Education χ² p ⑤ 83.3 88.9 78.1 13.102 <0.001 95.4 70.9 13.269 <0.001 ⑥ 57.5 65.1 50.3 25.019 <0.001 71.8 54.6 18.909 <0.001 ⑦ 65 71.7 58.8 20.508 <0.001 73.4 63.4 6.943 0.008 ⑧ 68 72 64.1 8.052 0.005 86.2 64.3 34.338 <0.001 (3) The overall awareness rate of health knowledge regarding "mental health" ranges from 82.6% to 83.2%. It consists of four items: "⑨ manifestations of depression and anxiety", "⑩ the relationship between mental health and physical health", "⑪ promoting positive emotions and alleviating negative emotions" and "⑫ self-regulation methods for anxiety and distress". Within the awareness rates for "mental health",no statistical gender differences were found. However, in professional groupings, significant differences were observed in all four items: "⑨ manifestations of depression and anxiety" "⑩ the relationship between mental health and physical health" "⑪ promoting positive emotions and alleviating negative emotions" and "⑫ self-regulation methods for anxiety and distress". Physical education students showed significantly higher awareness rates of mental health knowledge compared to non-physical education students (see Table 4). Table 4 Awareness Rate of Health Knowledge Regarding Mental Health (%) Item Total Male Female χ² p Physical Education Non-Physical Education χ² p ⑤ 83.3 88.9 78.1 13.102 <0.001 95.4 70.9 13.269 <0.001 ⑥ 57.5 65.1 50.3 25.019 <0.001 71.8 54.6 18.909 <0.001 ⑦ 65 71.7 58.8 20.508 <0.001 73.4 63.4 6.943 0.008 ⑧ 68 72 64.1 8.052 0.005 86.2 64.3 34.338 <0.001 (4) The overall awareness rate of health knowledge regarding "sexual and reproductive health" ranges from 89.7% to 98%. It consists of four items: "⑬ methods to prevent sexual assault", "⑭ knowledge of AIDS prevention", "⑮ effective contraceptive methods" and "⑯ prevention of common sexually transmitted diseases". The overall awareness rate of health knowledge in this area is the highest compared to other dimensions. Among these, item "⑭ knowledge of AIDS prevention" reached an awareness rate of 98%, the highest overall. In the gender grouping, item "⑬ methods to prevent sexual assault" showed a significant difference, with male students at 93.6% significantly higher than female students at 88.1%. However, in the professional grouping, no statistical differences were found in the awareness rates of health knowledge for all items (see Table 5). Table 5 Awareness Rate of Sexual and Reproductive Health Knowledge (%) Item Total Male Female χ² p Physical Education Non-Physical Education χ² p ⑬ 90.8 93.6 88.1 10.159 0.001 94.1 90.1 3.072 0.08 ⑭ 98 98.2 97.8 0.24 0.624 97.3 98.1 0.432 0.511 ⑮ 94.4 93.4 95.3 1.979 0.159 96.8 93.9 2.46 0.117 ⑯ 89.7 89.6 89.8 0.019 0.891 89.9 89.7 0.008 0.927 (5) The overall awareness rate of health knowledge regarding "safety emergencies and risk avoidance" ranges from 71.7% to 72.4%. This includes four items: "⑰ self-rescue and mutual rescue in drowning", "⑱ health and safety risks during travel", "⑲ emergency measures for animal bites and scratches" and "⑳ methods for cardiopulmonary resuscitation and trauma care". In the gender subgroup analysis, no significant differences were found in the awareness rates across all items. However, in the major subgroup analysis, students in physical education demonstrated significantly higher awareness rates for "⑰ self-rescue and mutual rescue in drowning", "⑱ health and safety risks during travel", "⑲ emergency measures for animal bites and scratches" and "⑳ methods for cardiopulmonary resuscitation and trauma care" compared to non-physical education students (see Table 6). Table 6 Awareness Rate of Health Knowledge on Safety Emergencies and Risk Avoidance (%) Item Total Male Female χ² p Physical Education Non-Physical Education χ² p ⑰ 71.7 72.6 70.9 0.408 0.523 81.4 69.8 10.436 0.001 ⑱ 72 72.8 71.4 0.267 0.606 82.4 70 12.112 0.001 ⑲ 72.2 72.9 71.6 0.272 0.602 81.4 70.4 9.43 0.002 ⑳ 72.4 72.9 71.9 0.154 0.694 81.4 70.6 9.103 0.003 3.1.2 Current Status of Attitudes Toward Health Education An analysis of college students' attitudes toward health education first involved conducting a factor analysis on the data, revealing that the current state of attitudes toward health education consists of three factors: "emotional willingness to learn health knowledge", "willingness to study health knowledge" and "recognition of health values". Therefore, the analysis will be conducted based on these three dimensions. The specific content of each item is presented in Table 7. Table 7 Table of Specific Content for Each Item ①Enjoy learning about health knowledge ②Learning health knowledge is interesting ③It is important to learn health knowledge for a healthy life ④Learning health knowledge is very important ⑤Learning health knowledge will be useful for your future life ⑥Health knowledge should be an essential part of school learning ⑦Learning health knowledge can reduce psychological and physical anxiety and worries ⑧Learning health knowledge brings joy ⑨Learning health knowledge will be useful for entering society in the future ⑩Maintaining health is more important than anything else ⑪Learning health knowledge can lead to a healthier life ⑫Maintaining health is important for a happy life in the future ⑬Health is more important than anything ⑭Learning health knowledge contributes to the formation of public health From the overall formation rate of attitudes toward health education, the "emotional willingness to learn health knowledge" ranges from 94.9% to 95%, the "willingness to study health knowledge" ranges from 95.1% to 98.8%, and the "recognition of health values" ranges from 96.4% to 99.5%. This indicates that college students have a very high emotional willingness to learn health knowledge and a strong willingness to study it, as well as a thorough recognition of health values (see Tables 8-10). Secondly, when considering gender group differences in the formation rate of willingness to study health knowledge, significant differences were found in two items: ③ "It is important to learn health knowledge for a healthy life" and ④ "Learning health knowledge is very important". Specifically, for item ③, the formation rate of willingness to study health knowledge is 99.3% for females, significantly higher than 97.6% for males. For item ④, the rate is also 99.3% for females, significantly higher than 96.9% for males. No statistical differences were found for the remaining items (see Tables 8-10). Finally, no statistical differences were found in the three dimensions—"emotional willingness to learn health knowledge", "willingness to study health knowledge", and "recognition of health values"—when analyzed by major groups. Table 8 Formation Rate of Emotional Willingness to Learn Health Knowledge Item Total Male Female χ² p Physical Education Non-Physical Education χ² p ① 95.0 95.1 95.0 0.002 0.961 96.3 94.8 0.741 0.389 ② 94.9 94.0 95.9 2.105 0.147 95.2 94.9 0.034 0.853 Table 9 Formation Rate of Willingness to Study Health Knowledge Item Total Male Female χ² p Physical Education Non-Physical Education χ² p ③ 98.5 97.6 99.3 5.392 0.020 97.9 98.6 0.582 0.455 ④ 98.1 96.9 99.3 9.002 0.003 97.9 98.2 0.086 0.769 ⑤ 98.8 98.5 99.1 0.890 0.345 98.4 98.9 0.387 0.534 ⑥ 98.2 97.6 98.8 20210 0.137 98.9 98.1 0.654 0.419 ⑦ 96.6 96.2 97.1 0.712 0.399 95.2 96.9 1.388 0.239 ⑧ 95.1 94.7 95.5 0.407 0.524 94.7 95.2 0.094 0.760 Table 10 Formation Rate of Recognition of Health Values Item Total Male Female χ² p Physical Education Non-Physical Education χ² p ⑨ 97.7 97.3 98.1 0.893 0.345 98.4 97.6 0.506 0.477 ⑩ 96.5 96.2 96.7 0.261 0.610 94.1 96.9 3.492 0.062 ⑪ 98 97.6 98.4 1.001 0.317 96.3 98.4 3.699 0.054 ⑫ 99.5 99.5 99.5 0.005 0.943 99.5 99.5 0 0.999 ⑬ 96.4 95.4 97.2 2.636 0.104 97.3 96.2 0.616 0.432 ⑭ 98.8 98.4 99.3 2.255 0.133 99.5 98.7 0.765 0.382 3.1.3 Current Status of Health Behaviors The analysis of the current status of health behaviors among college students, based on factor analysis of the data, indicates that health behaviors are comprised of three factors: "proactive concern", "active learning" and "habit formation". Therefore, this analysis focuses on these three dimensions to assess the health behaviors of college students. The specific content for each item is presented in Table 11. Table 11 Table of Specific Content for Each Item ①Will actively seek out knowledge about health ②Ensure food safety by regularly checking expiration dates ③Regularly prioritizes flu prevention ④Frequently discusses health issues with classmates ⑤Seeks to autonomously acquire health-related knowledge ⑥Consults teachers for advice on health matters ⑦Pays attention to browsing health-related information ⑧Has a habit of exercising regularly ⑨Consciously engages in physical activities to enhance physical fitness ⑩Makes a conscious effort to develop good lifestyle habits "Proactive Concern": The overall formation rate for health behaviors under this dimension is high, with ① "I actively seek out health knowledge" having a formation rate of 93.8%, and ② "I pay attention to the shelf life of food" at 97.9%. However, no statistical differences were found in either gender or major group analyses (see Table 12). "Active Learning": The overall formation rate for this dimension ranges from 69.6% to 93.1%. Among the items, ⑥ "I consult teachers about health issues" has the lowest formation rate at 69.6%, while ⑤ "I independently learn some health-related knowledge" has the highest at 93.1%. In gender analysis, the formation rate for item ③ "I pay attention to influenza prevention" is 94% for females, significantly higher than 90.3% for males. For item ⑥, the rate for males consulting teachers is 74.8%, which is significantly higher than 64.7% for females. In professional group analysis, significant differences were observed in items ⑤, ⑥, and ⑦—"I independently learn health-related knowledge", "I consult teachers about health issues" and "I pay attention to browsing health information"—indicating that health behavior formation rates for physical education students are significantly higher than those for non-physical education students (see Table 12). "Habit Formation": The overall formation rate for this dimension ranges from 89.4% to 93.9%. Items ⑧ "I have a habit of exercising regularly" and ⑨ "I consciously try to enhance my physical fitness through exercise" show significant differences in both gender and professional group analyses. In gender analysis, the health behavior formation rates for males are significantly higher than those for females. In professional group analysis, the formation rates for health behaviors among physical education students are also significantly higher than those for non-physical education students (see Table 12). Table 12 Formation rate of healthy behaviors ①Will actively seek out knowledge about health ②Ensure food safety by regularly checking expiration dates ③Regularly prioritizes flu prevention ④Frequently discusses health issues with classmates ⑤Seeks to autonomously acquire health-related knowledge ⑥Consults teachers for advice on health matters ⑦Pays attention to browsing health-related information ⑧Has a habit of exercising regularly ⑨Consciously engages in physical activities to enhance physical fitness ⑩Makes a conscious effort to develop good lifestyle habits 3.2 KAB Model of Health Education in Colleges To investigate the internal relationships among knowledge, attitude, and behavior in health education within colleges, data from the three aspects of health knowledge, health attitude, and health behavior were validated through structural equation modeling. The resulting KAB model, illustrated in Figure 1, shows good fit indices with GFI = 0.968, AGFI = 0.942, CFI = 0.982, and RMSEA = 0.062, indicating that the model is valid. The path coefficients indicate that there is a positive causal relationship between health knowledge and health attitude, with a coefficient of 0.4. The relationship between health attitude and health behavior has a coefficient of 0.31, while the coefficient for health knowledge to health behavior is 0.56. All three paths are statistically significant. From the KAB model, we can draw the following four conclusions: (1). Interconnectedness of Knowledge, Attitude, and Behavior:** There is an interrelated influence among knowledge, attitudes, and behaviors in college health education. (2). Impact of Health Knowledge on Attitude:** The health knowledge acquired by college students directly influences their attitudes towards health. (3). Impact of Attitude on Behavior:** College students’ attitudes towards health directly affect their health behaviors. (4). Direct Influence of Health Knowledge on Behavior:** The health knowledge that college students acquire can directly influence their health behaviors. In other words, the health knowledge gained in college not only has a direct positive impact on students' health behaviors but can also influence those behaviors positively by affecting changes in attitudes. 4. Discussion 4.1 Current Status of Health Knowledge The overall awareness rate of "healthy lifestyle" knowledge ranges from 81.5% to 90%, indicating that college students generally have a good understanding of healthy living practices. There is a notable gender difference in knowledge about methods to enhance physical fitness and the hazards of smoking, with males scoring higher than females. This suggests that males have a stronger understanding of health and fitness knowledge, as well as smoking-related information. This may be due to their greater interest in sports and fitness. Research indicates that males often associate smoking with "masculinity"[17], and the smoking rate among male college students is significantly higher than among females[18][19]. This could explain why males, having a higher smoking population, are also more informed about its health hazards. The overall awareness rate for "disease prevention" knowledge ranges from 57.5% to 83.3%, with some items scoring relatively low, particularly the harm of antibiotics, which has the lowest awareness rate at 57.5%. This indicates a clear lack of understanding among college students about antibiotics. A significant gender difference is observed in all items of "disease prevention" knowledge, with males having a higher awareness rate than females. This implies that males are more knowledgeable about disease prevention than females. Studies suggest that males are more interested in certain disease-related knowledge and have more opportunities to access such information[20]. The overall awareness rate for "mental health" is between 82.6% and 83.2%, and for "sexual and reproductive health", it is between 89.7% and 98%. In these two areas, college students demonstrate a relatively good understanding of health knowledge, especially in "sexual and reproductive health", which is closely related to the national emphasis in recent years. For instance, in 2017, the Central Committee of the Communist Party of China and the State Council issued the "Opinions on Strengthening and Improving the Ideological and Political Work in Colleges and Universities under New Circumstances", highlighting the importance and necessity of sexual and reproductive health education[21]. In 2021, the Standing Committee of the National People's Congress passed the revision of the "People's Republic of China Population and Family Planning Law", incorporating sexual and reproductive health education into the legal framework and clearly defining the legal responsibilities of schools for such education[22]. This also proves that significant achievements have been made under the active promotion of the state. In contrast, the awareness rate for "safety emergency and risk avoidance" is 71.7% to 72.4%, lower than in other areas. Although the state has placed sufficient emphasis on this area and most colleges have taken corresponding measures, sustained vigilance is required to achieve greater results[23]. Regarding professional differences, there are no statistically significant differences in the awareness rate of health knowledge in the "sexual and reproductive health" category among different professions. In the other four areas, physical education students have a significantly higher awareness rate than non-physical education majors. This suggests that they acquire more knowledge about healthy lifestyles and that their curriculum includes more health-related content[24]. This also indirectly reflects the necessity of health education courses for college students. 4.2 Current Status of Health Education Attitudes The study results show that college students in Jiangsu Province exhibit a high level of positive attitudes in three dimensions: "emotional willingness to learn health knowledge", "willingness to study health knowledge", and "recognition of health values". Furthermore, there are no significant differences based on gender or profession in most of the items assessed. It can be concluded that college students have a strong emotional desire and learning intention for health knowledge and a sufficient understanding of its value. 4.3 Current Status of Health Behaviors The health behavior formation rates indicate a relatively high rate of "proactive attention", but several aspects of "active learning" and "habit formation" require improvement. In some items, the health behavior formation rate of males is significantly higher than that of females, and the health behavior formation rate of physical education majors is significantly higher than that of non-physical education students. This finding supports the current state of health knowledge and suggests a correlation between health behavior formation and the acquisition of health knowledge[25]. 4.4 The Interrelationship of Health Education Knowledge, Attitudes, and Behaviors To further explore the relationship between health knowledge, health education attitudes, and health behaviors from a statistical perspective, the data from the three aspects were modeled using the structural equation modeling software Amos. Figure 1 displays the resulting KAB model. The KAB model shows that gaining health education knowledge positively influences students' attitudes toward learning and developing healthy behaviors. In other words, after acquiring health knowledge, students will develop a positive attitude towards health[26], which will, importantly, lead to the development of healthy behaviors. Studies have shown that there is a positive correlation between the formation rate of health behaviors among college students and physical health[27][28][29]. This suggests that healthy habits and behaviors are crucial for improving students' physical health[30]. However, to form good health behaviors among students, it is necessary to popularize health education in colleges and universities to enable students to master more health knowledge and form good health attitudes[31][32]. 5. Conclusion This study investigates the current status of health education-related knowledge, attitudes, and behaviors among college students in Jiangsu Province and explores the relationship between health knowledge, health education attitudes, and health behaviors through the establishment of the KAB model. However, this study primarily focuses on enhancing college students' physical health, which presents certain limitations. Future research can combine the physical health data of college students with the KAB model for analysis to provide feasible strategies for more accurate improvement of college students' physical health. Declarations Ethical Statement The research plan, including the collection of questionnaire data, has been approved by the Medical Ethics Committee of Yangzhou University (No.YXL-2023-159). Written informed consent was obtained from all participants individually.All processes were conducted in accordance with the principles of the Declaration of Helsinki. Author Contributions Conceptualization, Y.Z.; methodology, Y.Z.; formal analysis, Y.Z.; data curation, Y.Z.; writing—original draft preparation, Y.Z.; writing—review and editing, Y.G.; validation, Y.G.;project administration, Y.Z. and Y.G.; funding acquisition, Y.Z.;supervision, Y.Z. and Y.G. All authors have read and agreed to the published version of the manuscript. Informed Consent Statement Informed consent was obtained from all subjects involved in the study. Data availability statement Raw data of this article are available upon request to the first author. Funding This research was funded by "the University Philosophy and Social Science Research General Project in Jiangsu Province, China, grant number 2024SJYB1530" and "Key Program of Humanities and Social Sciences Research Fund of Yangzhou University, grant number xjj2023-22". References World Health Organization. Promoting Health through Schools (WHO Technical Report Series 870). Report of the WHO Expert Committee on Comprehensive School Health Education and Promotion [M]. Geneva: World Health Organization, 1997, 1-94. Szucs LE, Barrios LC, Young E, Robin L, Hunt P, Jayne PE. The CDC's Division of Adolescent and School Health Approach to Sexual Health Education in Schools: 3 Decades in Review. J Sch Health. 2022;92(2):223-234. 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Observing Interprofessional Collaboration: Impact on Attitude and Knowledge Acquisition. Anat Sci Educ. 2021, 14(4), 452-459. Ministry of Health, Labour and Welfare of Japan. Health Education: Concepts and Methods of Health Education [EB/OL]. https://www.mhlw.go.jp/bunya/shakaihosho/iryouseido01/pdf/info03k-05.pdf.(accessed on 25 February 2023) Central Committee of the Communist Party of China, State Council of the People's Republic of China. Outline for the Integrated Development Planning of the Yangtze River Delta Region [J]. Bulletin of the State Council of the People's Republic of China, 2019(35), 10-34. Yanlong Guo, XueMei Jiang, Yelin Zhu, Han Zhang. Measurement and spatial correlation analysis of high-quality development Level: A case study of the Yangtze River Delta urban agglomeration in China. Heliyon, Volume 10, Issue 8, 2024, e29209. Health Education Promotion Committee. Report of the Health Education Promotion Committee - Results of the Second National Survey [M]. Tokyo: Japan School Health Association, 2012, 155-170. Zhao Yuehui, Saito Kazuhiko, Yamahira Yoshimi. A Survey on Health Knowledge and Awareness among Middle School Students in Anhui Province, China [J]. Health Science Education Research, 2020, 5(1), 42-50. Zhao Yuehui. A Study on the Knowledge, Attitudes, and Behaviors of Physical Education Teachers in Middle Schools in Anhui Province, China [J]. Bulletin of the Graduate School of Human Sciences, Hiroshima University, "Educational Studies", 2021, 2, 512-518. Shioji Shinji. SPSS and Amos for Psychological and Survey Data Analysis, 3rd Edition [M]. Tokyo: Tokyodo Shuppan Co., Ltd., 2021: 170. Shioji Shinji. Learning SPSS and Amos for Psychological and Survey Data Analysis through Research Examples, 3rd Edition [M]. Tokyo: Tokyodo Shuppan Co., Ltd., 2021: 43. Yoda Mitsuyoshi, Kiyomiya Takafumi, Kitamura Kaoru. International Comparison of Doping Awareness among Physical Education University Students: Focusing on Japan and South Korea [J]. Journal of Sport and Exercise Science, 2018, 24, 1-8. Gilani SI, Leon DA. Prevalence and sociodemographic determinants of tobacco use among adults in pakistan: Findings of a nationwide survey conducted in 2012. Population Health Metrics. 2013;11. Yong Zheng, Li Shirui, Lv Hui, Li Qinghan, Yan Na, Wang Wei. A Study on the Influencing Factors of College Students' Smoking Behavior in Jiangsu Province [J]. Chinese Journal of Social Medicine, 2023, 10(5), 595-599. Abdulsalam M.A. Nasser, Zhang X. Knowledge and factors related to smoking among university students at hodeidah university, Yemen. Tobacco Induced Diseases. 2019,17. Song Yumei, Xu Gang, Huang Fen, Zhu Zhengping, Ye Dongqing. Survey on Knowledge, Attitudes, and Behaviors towards AIDS among Medical University Students [J]. Chinese Journal of Public Health, 2003, 19(3), 374-376. Central Committee of the Communist Party of China, State Council of the People's Republic of China. Opinions on Strengthening and Improving Ideological and Political Work in Colleges and Universities under New Circumstances [N]. People's Daily, 2017-2-28(01). Standing Committee of the National People's Congress. Population and Family Planning Law of the People's Republic of China [S]. 2021-08-20. Wang Ju Cui. Research on the Pathways to Enhance Emergency Evacuation Abilities of College Students in Physical Education Teaching [J]. Science and Technology Information, 2020, 18(16), 102-103. Laura García-Pérez, Gracia Cristina Villodres, José Joaquín Muros, Differences in healthy lifestyle habits in university students as a function of academic area, Journal of Public Health, 2023 Jun 14;45(2):513-522. Meadowbrooke CC, Veinot TC, Loveluck J, Hickok A, Bauermeister JA. Information Behavior and HIV Testing Intentions Among Young Men at Risk for HIV/AIDS. J Assoc Inf Sci Technol. 2014, 65(3), 609-620. Guo Y, Diao J, Liu T, Luo L, Zhang X, Li Q, Cui D, Li R, Zheng X, Wang P. Effects of a school-based sexuality curriculum on sexual and reproductive health in freshmen at Shandong University in China. Adv Physiol Educ. 2023, 47(3), 530-537. Huang Zan, Zhou Yulan, He Jiabei, Liu Yanjie. Component Analysis of the Relationship between 24-hour Activity Behavior and Physical Health of College Students [J]. Chinese Journal of School Health, 2023, 44(10), 1550-1559. Zhang, C., Zeng, P., Tan, J., Sun, S., Zhao, M., Cui, J., Zhang, G., Jia, J., Liu, D. Relationship of Problematic Smartphone Use, Sleep Quality, and Daytime Fatigue Among Quarantined Medical Students During the COVID-19 Pandemic. Frontiers in Psychiatry, 2021, 12. El Ansari W, Stock C, John J, Deeny P, Phillips C, Snelgrove S, Adetunji H, Hu X, Parke S, Stoate M, Mabhala A. Health promoting behaviours and lifestyle characteristics of students at seven universities in the UK. Cent Eur J Public Health. 2011, 19(4), 197-204. Nagy-Pénzes G, Vincze F, Bíró É. A School Intervention's Impact on Adolescents' Health-Related Knowledge and Behavior. Front Public Health. 2022, 10, 822155. Zhang S, Zhu W, Chen B, Tang T, Tao Z, Li X, Hua T, Ju N, Zheng S. Relationship between demographic factors, health education, breast cancer-related knowledge, attitudes, and breast self-examination behavior among Chinese female college student: A structural equation analysis. J Obstet Gynaecol Res. 2021, 47(12), 4440-4449. F Alves R. The relationship between health-related knowledge and attitudes and health risk behaviours among Portuguese university students. Glob Health Promot. 2024, 31(1), 36-44. Additional Declarations No competing interests reported. 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Introduction","content":"\u003cp\u003eThe World Health Organization (WHO) stated in 1997 that health is not merely the absence of disease, but also encompasses a state of complete physical, mental, and social well-being. Schools play a vital role in health education14[1]. This illustrates that school health education has long been a significant issue of global concern. With the advancement of the times, China has increasingly emphasized school health education in recent years[2], with the concept of \u0026quot;Healthy China\u0026quot; elevated to a national development strategy[3]. In 2016, the Central Committee of the Communist Party of China and the State Council issued the \u0026quot;Healthy China 2030 Planning Outline\u0026quot;, which explicitly stated the intention to \u0026quot;increase the intensity of health education in schools, integrate health education into the national education system, and make health education an essential component of quality education at all stages\u0026quot;. In this context, higher education represents a critical period for the physical and mental growth of students, as well as the formation of health literacy and healthy living habits. Therefore, prioritizing school health education, promoting its implementation, and enhancing students\u0026apos; health literacy is indispensable[4]. In 2017, the Ministry of Education released the \u0026quot;Guidelines for Health Education in Regular Higher Education Institutions\u0026quot; (hereinafter referred to as the \u0026quot;Guidelines\u0026quot;), which outlined the development path and direction for health education in higher education institutions, as well as specifying the core content of such education[5]. Furthermore, the \u0026quot;Guidelines\u0026quot; highlighted that the mutual reinforcement of knowledge transmission and behavior cultivation should be followed as a fundamental principle in conducting health education in universities[5]. This emphasizes that the dissemination of knowledge and the formation of behaviors are critical steps in the development of school health education[6]. It has been shown that the acquisition of knowledge influences changes in attitudes, which, in turn, leads to the formation of health-related behaviors[7]. This is exemplified by the renowned KAB model in the field of school health education in Japan in recent years[8]. However, current research findings regarding KAB in the context of health education among college students in China remain unclear. Therefore, this study analyzes the knowledge, attitudes, and behaviors related to school health education among college students in Jiangsu Province, with the aim of further understanding the current status of health education among college students and establishing a KAB model for health education in this demographic.\u003c/p\u003e"},{"header":"2. Materials and Methods","content":"\u003cp\u003e\u003cstrong\u003e2.1 Objects\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eJiangsu Province is one of the most dynamic, open, and innovative regions in China. It plays a pivotal strategic role in the overall national modernization drive and the comprehensive opening-up strategy.[9][10]. This study conducted an online questionnaire survey among college students in Jiangsu Province using stratified sampling, collecting a total of 4,508 valid questionnaires. Among these, 2,188 were male students and 2,320 were female students. Students were also categorized by major, with 752 majoring in physical education and 3,756 in non-physical education fields (see Table 1). The survey was conducted from August 2023 to February 2024.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u0026nbsp;\u003c/strong\u003eCharacteristics of Survey Subjects\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 18.5567%;\"\u003e\n \u003cp\u003eCategory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.24742%;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.24742%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10.3093%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 24.7423%;\"\u003e\n \u003cp\u003ePhysical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 29.8969%;\"\u003e\n \u003cp\u003eNon-Physical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 18.5567%;\"\u003e\n \u003cp\u003eNumber (n)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.24742%;\"\u003e\n \u003cp\u003e4508\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.24742%;\"\u003e\n \u003cp\u003e2188\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10.3093%;\"\u003e\n \u003cp\u003e2320\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 24.7423%;\"\u003e\n \u003cp\u003e752\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 29.8969%;\"\u003e\n \u003cp\u003e3756\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 18.5567%;\"\u003e\n \u003cp\u003eProportion (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.24742%;\"\u003e\n \u003cp\u003e100.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.24742%;\"\u003e\n \u003cp\u003e48.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10.3093%;\"\u003e\n \u003cp\u003e51.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 24.7423%;\"\u003e\n \u003cp\u003e16.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 29.8969%;\"\u003e\n \u003cp\u003e83.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2 Methods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to the relevant content and requirements outlined in the Ministry of Education\u0026apos;s \u0026quot;Guidelines\u0026quot;[5] and with reference to literature[11][12][13], a questionnaire was designed by experts after discussions and testing its applicability and accuracy through a pilot survey. The main content of the questionnaire included basic information as well as three aspects: health knowledge, health attitudes, and health behaviors. Health knowledge specifically covered five dimensions: \u0026quot;healthy lifestyle\u0026quot;, \u0026quot;disease prevention\u0026quot;, \u0026quot;mental health\u0026quot;, \u0026quot;sexual and reproductive health\u0026quot;, and \u0026quot;safety emergency and risk avoidance\u0026quot;, with a total of 20 questions. There were 14 questions related to health attitudes and 10 questions regarding health behaviors, amounting to a total of 44 questions. All questions were structured on a four-point Likert scale: health knowledge (1 very well aware, 2 basically aware, 3 not very aware, 4 completely unaware); health attitudes (1 strongly agree, 2 agree, 3 not very agree, 4 completely disagree); health behaviors (1 often do, 2 occasionally do, 3 rarely do, 4 never do). Statistical analysis showed that the reliability of the health knowledge questionnaire, as measured by Cronbach\u0026rsquo;s\u0026nbsp;\u0026alpha;\u0026nbsp;coefficient, was 0.958; for health attitudes, it was 0.969; and for health behaviors, it was 0.920. Generally, an\u0026nbsp;\u0026alpha;\u0026nbsp;coefficient less than 0.05 indicates poor internal consistency, while above 0.7 indicates an acceptable level of internal consistency, and above 0.8 indicates very high internal consistency[14]. Therefore, it can be concluded that this questionnaire has very high internal consistency for health knowledge, health attitudes, and health behaviors. Additionally, the structural validity of the questionnaire was assessed through the Kaiser-Meyer-Olkin (KMO) measure and Bartlett\u0026apos;s test of sphericity. The KMO coefficients for health knowledge, health attitudes, and health behaviors were 0.954, 0.968, and 0.928, respectively, with all showing significance at p \u0026lt; 0.001. Generally, the closer the KMO value is to 1, the better the structural validity, while values below 0.5 indicate poor structural validity[15]. Thus, it can be determined that the questionnaire\u0026apos;s structural validity for health knowledge, health attitudes, and health behaviors is excellent.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3 Statistical Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFirst, for health knowledge, the items were categorized into five dimensions: \u0026quot;healthy lifestyle\u0026quot;, \u0026quot;disease prevention\u0026quot;, \u0026quot;mental health\u0026quot;, \u0026quot;sexual and reproductive health\u0026quot;, and \u0026quot;safety emergency and risk avoidance\u0026quot;. For health attitudes and health behaviors, factor analyses were conducted using the maximum likelihood method to determine their factor structures. The factor consistency coefficients for each item were sorted, and the final factor types were organized after optimal oblique rotation, resulting in three factors for health attitudes and four factors for health behaviors. Next, in order to explore the relationships among knowledge, attitudes, and behaviors in higher education health education, a path analysis was conducted using covariance structure analysis with the maximum likelihood method. The model was repeatedly modified by removing insignificant paths and analyzed until the best model fit was achieved. The validity of the model was assessed using fit indices such as GFI, AGFI, and RMSEA. The criteria for assessment were that under the condition of GFI \u0026ge; AGFI, the closer the values of GFI and AGFI are to 1, the higher the model fit. RMSEA indicates the deviation between the model distribution and the true distribution per degree of freedom; a value less than 0.05 indicates very good fit, while a value of 0.1 or greater indicates poor fit[16]. Finally, the data were processed again by combining responses of options 1 and 2 into \u0026quot;affirmative responses\u0026quot; and options 3 and 4 into \u0026quot;negative responses\u0026quot;. The proportions were then calculated, and a chi-square analysis was used to assess statistical differences based on gender and major, with p \u0026lt; 0.05 considered statistically significant. Statistical analyses were conducted using IBM SPSS Statistics 26 and IBM SPSS Amos 26 data analysis software.\u003c/p\u003e"},{"header":"3. Results","content":"\u003cp\u003e\u003cstrong\u003e3.1 Current Status of KAB in Health Education at Universities\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn order to analyze the current status of KAB in health education at universities, relevant data were first organized. In the status of health knowledge, the awareness rate was obtained by combining affirmative options (1 very well aware, 2 basically aware). In the status of health attitudes, the formation rate of health attitudes was derived by combining affirmative options (1 strongly agree, 2 agree). In the status of health behaviors, the formation rate of health behaviors was obtained by combining affirmative options (1 often do, 2 occasionally do). A thorough analysis was conducted from three aspects: overall, gender differences, and major differences, leading to the following conclusions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.1.1 Current Status of Health Knowledge\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eRegarding the status of health knowledge among college students, the \u0026quot;Guidelines\u0026quot; clearly states that the content of health education in universities mainly includes five aspects: health \u0026quot;lifestyle\u0026quot;, \u0026quot;disease prevention\u0026quot;, \u0026quot;mental health\u0026quot;, \u0026quot;sexual and reproductive health\u0026quot;, and \u0026quot;safety emergency and risk avoidance\u0026quot;[5]. Therefore, the analysis is conducted based on the five dimensions mentioned above.\u003c/p\u003e\n\u003cp\u003e(1)The overall awareness rate of health knowledge regarding \u0026quot;healthy lifestyles\u0026quot; ranges from 81.5% to 90%, consisting of four items: \u0026quot;①\u0026nbsp;methods to enhance physical fitness\u0026quot;, \u0026quot;②\u0026nbsp;healthy eating habits\u0026quot;, \u0026quot;③\u0026nbsp;hazards of smoking\u0026quot; and \u0026quot;④\u0026nbsp;knowledge of food safety\u0026quot;. Significant gender differences were found in the items \u0026quot;①\u0026nbsp;methods to enhance physical fitness\u0026quot; and \u0026quot;③\u0026nbsp;hazards of smoking\u0026quot;. In item \u0026quot;①\u0026quot; the awareness rate among male students was 84.6%, higher than the 78.6% among female students. In item \u0026quot;③\u0026quot;, the awareness rate for male students reached 88.3%, compared to 84% for female students. In the analysis of differences by major, significant differences were observed in three items: \u0026quot;①\u0026nbsp;methods to enhance physical fitness\u0026quot;, \u0026quot;②\u0026nbsp;healthy eating habits\u0026quot; and \u0026quot;③\u0026nbsp;hazards of smoking\u0026quot;, with physical education students showing significantly higher awareness rates than non-physical education students. Specifically, in item \u0026quot;①\u0026quot;, the awareness rate among physical education students was 93.6%, significantly higher than the 79.1% among non-physical education students. However, for item \u0026quot;④\u0026nbsp;knowledge of food safety\u0026quot;, no statistical differences were found regarding gender or major (see Table 2).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u0026nbsp;\u003c/strong\u003eAwareness Rate of Health Knowledge Regarding Healthy Lifestyle (%)\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003ePhysical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 24.4681%;\"\u003e\n \u003cp\u003eNon-Physical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e①\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e81.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e84.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e78.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e6.785\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.009\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e93.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 24.4681%;\"\u003e\n \u003cp\u003e79.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e21.854\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e②\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e89.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.976\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e94.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 24.4681%;\"\u003e\n \u003cp\u003e89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e5.543\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e0.019\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e③\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e86.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e88.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e4.411\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.036\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e92.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 24.4681%;\"\u003e\n \u003cp\u003e84.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e7.912\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e0.005\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e④\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e84.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e82.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e85.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e1.978\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e83.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 24.4681%;\"\u003e\n \u003cp\u003e84.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e0.082\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e0.775\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003e(2)The overall awareness rate of health knowledge regarding \u0026quot;disease prevention\u0026quot; ranges from 57.5% to 83.3%, consisting of four items: \u0026quot;⑤\u0026nbsp;knowledge related to influenza prevention\u0026quot;, \u0026quot;⑥\u0026nbsp;the harm of antibiotics to health\u0026quot;, \u0026quot;⑦\u0026nbsp;common methods for assessing health status\u0026quot; and \u0026quot;⑧\u0026nbsp;knowledge of chronic disease prevention\u0026quot;. Among these, item \u0026quot;⑤\u0026nbsp;knowledge related to influenza prevention\u0026quot; had the highest awareness rate at 83.3%, while item \u0026quot;⑥\u0026nbsp;the harm of antibiotics to health\u0026quot; had the lowest awareness rate at 57.5%, which is the lowest among all health knowledge items. In the analysis of disease prevention, all four items\u0026mdash;\u0026quot;⑤\u0026nbsp;knowledge related to influenza prevention\u0026quot;, \u0026quot;⑥\u0026nbsp;the harm of antibiotics to health\u0026quot;, \u0026quot;⑦\u0026nbsp;common methods for assessing health status\u0026quot; and \u0026quot;⑧\u0026nbsp;knowledge of chronic disease prevention\u0026quot;\u0026mdash;showed significant differences in both gender and major groupings. In terms of gender, male students had a significantly higher awareness rate for disease prevention than female students. In terms of major, physical education students exhibited a significantly higher awareness rate of disease prevention knowledge compared to non-physical education students (see Table 3).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3\u0026nbsp;\u003c/strong\u003eAwareness Rate of Health Knowledge Regarding Disease Prevention (%)\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003ePhysical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 22.9167%;\"\u003e\n \u003cp\u003eNon-Physical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑤\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e83.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e88.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e78.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e13.102\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e95.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 22.9167%;\"\u003e\n \u003cp\u003e70.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e13.269\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑥\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e57.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e65.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e50.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e25.019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e71.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 22.9167%;\"\u003e\n \u003cp\u003e54.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e18.909\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑦\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e71.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e58.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e20.508\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e73.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 22.9167%;\"\u003e\n \u003cp\u003e63.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e6.943\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e0.008\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑧\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e64.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e8.052\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e0.005\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e86.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 22.9167%;\"\u003e\n \u003cp\u003e64.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e34.338\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e(3) The overall awareness rate of health knowledge regarding \u0026quot;mental health\u0026quot; ranges from 82.6% to 83.2%. It consists of four items: \u0026quot;⑨\u0026nbsp;manifestations of depression and anxiety\u0026quot;, \u0026quot;⑩\u0026nbsp;the relationship between mental health and physical health\u0026quot;, \u0026quot;⑪\u0026nbsp;promoting positive emotions and alleviating negative emotions\u0026quot; and \u0026quot;⑫\u0026nbsp;self-regulation methods for anxiety and distress\u0026quot;. Within the awareness rates for \u0026quot;mental health\u0026quot;,no statistical gender differences were found. However, in professional groupings, significant differences were observed in all four items: \u0026quot;⑨\u0026nbsp;manifestations of depression and anxiety\u0026quot; \u0026quot;⑩\u0026nbsp;the relationship between mental health and physical health\u0026quot; \u0026quot;⑪\u0026nbsp;promoting positive emotions and alleviating negative emotions\u0026quot; and \u0026quot;⑫\u0026nbsp;self-regulation methods for anxiety and distress\u0026quot;. Physical education students showed significantly higher awareness rates of mental health knowledge compared to non-physical education students (see Table 4).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4\u0026nbsp;\u003c/strong\u003eAwareness Rate of Health Knowledge Regarding Mental Health (%)\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003ePhysical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 22.9167%;\"\u003e\n \u003cp\u003eNon-Physical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑤\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e83.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e88.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e78.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e13.102\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e95.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 22.9167%;\"\u003e\n \u003cp\u003e70.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e13.269\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑥\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e57.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e65.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e50.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e25.019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e71.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 22.9167%;\"\u003e\n \u003cp\u003e54.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e18.909\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑦\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e71.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e58.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e20.508\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e73.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 22.9167%;\"\u003e\n \u003cp\u003e63.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e6.943\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e0.008\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑧\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e64.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e8.052\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e0.005\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e86.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 22.9167%;\"\u003e\n \u003cp\u003e64.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e34.338\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e(4) The overall awareness rate of health knowledge regarding \u0026quot;sexual and reproductive health\u0026quot; ranges from 89.7% to 98%. It consists of four items: \u0026quot;⑬\u0026nbsp;methods to prevent sexual assault\u0026quot;, \u0026quot;⑭\u0026nbsp;knowledge of AIDS prevention\u0026quot;, \u0026quot;⑮\u0026nbsp;effective contraceptive methods\u0026quot; and \u0026quot;⑯\u0026nbsp;prevention of common sexually transmitted diseases\u0026quot;. The overall awareness rate of health knowledge in this area is the highest compared to other dimensions. Among these, item \u0026quot;⑭\u0026nbsp;knowledge of AIDS prevention\u0026quot; reached an awareness rate of 98%, the highest overall. In the gender grouping, item \u0026quot;⑬\u0026nbsp;methods to prevent sexual assault\u0026quot; showed a significant difference, with male students at 93.6% significantly higher than female students at 88.1%. However, in the professional grouping, no statistical differences were found in the awareness rates of health knowledge for all items (see Table 5).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5\u0026nbsp;\u003c/strong\u003eAwareness Rate of Sexual and Reproductive Health Knowledge (%)\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003ePhysical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.9583%;\"\u003e\n \u003cp\u003eNon-Physical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑬\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e90.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e93.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e88.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e10.159\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e94.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.9583%;\"\u003e\n \u003cp\u003e90.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e3.072\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e0.08\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑭\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e98.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e97.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e0.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e0.624\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e97.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.9583%;\"\u003e\n \u003cp\u003e98.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e0.432\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e0.511\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑮\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e94.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e93.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e95.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e1.979\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e0.159\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e96.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.9583%;\"\u003e\n \u003cp\u003e93.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e2.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e0.117\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 6.25%;\"\u003e\n \u003cp\u003e⑯\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e89.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.25%;\"\u003e\n \u003cp\u003e89.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e89.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.33333%;\"\u003e\n \u003cp\u003e0.019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e0.891\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.75%;\"\u003e\n \u003cp\u003e89.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.9583%;\"\u003e\n \u003cp\u003e89.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e0.008\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.29167%;\"\u003e\n \u003cp\u003e0.927\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e(5) The overall awareness rate of health knowledge regarding \u0026quot;safety emergencies and risk avoidance\u0026quot; ranges from 71.7% to 72.4%. This includes four items: \u0026quot;⑰\u0026nbsp;self-rescue and mutual rescue in drowning\u0026quot;, \u0026quot;⑱\u0026nbsp;health and safety risks during travel\u0026quot;, \u0026quot;⑲\u0026nbsp;emergency measures for animal bites and scratches\u0026quot; and \u0026quot;⑳\u0026nbsp;methods for cardiopulmonary resuscitation and trauma care\u0026quot;. In the gender subgroup analysis, no significant differences were found in the awareness rates across all items. However, in the major subgroup analysis, students in physical education demonstrated significantly higher awareness rates for \u0026quot;⑰\u0026nbsp;self-rescue and mutual rescue in drowning\u0026quot;, \u0026quot;⑱\u0026nbsp;health and safety risks during travel\u0026quot;, \u0026quot;⑲\u0026nbsp;emergency measures for animal bites and scratches\u0026quot; and \u0026quot;⑳\u0026nbsp;methods for cardiopulmonary resuscitation and trauma care\u0026quot; compared to non-physical education students (see Table 6).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 6\u0026nbsp;\u003c/strong\u003eAwareness Rate of Health Knowledge on Safety Emergencies and Risk Avoidance (%)\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.3895%;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.3896%;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003ePhysical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003eNon-Physical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.3895%;\"\u003e\n \u003cp\u003e⑰\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.3896%;\"\u003e\n \u003cp\u003e71.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e72.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e70.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.408\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.523\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e81.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e69.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e10.436\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.3895%;\"\u003e\n \u003cp\u003e⑱\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.3896%;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e72.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e71.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.267\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.606\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e82.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e12.112\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.3895%;\"\u003e\n \u003cp\u003e⑲\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.3896%;\"\u003e\n \u003cp\u003e72.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e72.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e71.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.272\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.602\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e81.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e70.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e9.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.3895%;\"\u003e\n \u003cp\u003e⑳\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.3896%;\"\u003e\n \u003cp\u003e72.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e72.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e71.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.154\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.694\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e81.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e70.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e9.103\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.003\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.1.2 Current Status of Attitudes Toward Health Education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAn analysis of college students\u0026apos; attitudes toward health education first involved conducting a factor analysis on the data, revealing that the current state of attitudes toward health education consists of three factors: \u0026quot;emotional willingness to learn health knowledge\u0026quot;, \u0026quot;willingness to study health knowledge\u0026quot; and \u0026quot;recognition of health values\u0026quot;. Therefore, the analysis will be conducted based on these three dimensions. The specific content of each item is presented in Table 7.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 7\u0026nbsp;\u003c/strong\u003eTable of Specific Content for Each Item\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e①Enjoy learning about health knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e②Learning health knowledge is interesting\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e③It is important to learn health knowledge for a healthy life\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e④Learning health knowledge is very important\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑤Learning health knowledge will be useful for your future life\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑥Health knowledge should be an essential part of school learning\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑦Learning health knowledge can reduce psychological and physical anxiety and worries\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑧Learning health knowledge brings joy\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑨Learning health knowledge will be useful for entering society in the future\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑩Maintaining health is more important than anything else\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑪Learning health knowledge can lead to a healthier life\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑫Maintaining health is important for a happy life in the future\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑬Health is more important than anything\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑭Learning health knowledge contributes to the formation of public health\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eFrom the overall formation rate of attitudes toward health education, the \u0026quot;emotional willingness to learn health knowledge\u0026quot; ranges from 94.9% to 95%, the \u0026quot;willingness to study health knowledge\u0026quot; ranges from 95.1% to 98.8%, and the \u0026quot;recognition of health values\u0026quot; ranges from 96.4% to 99.5%. This indicates that college students have a very high emotional willingness to learn health knowledge and a strong willingness to study it, as well as a thorough recognition of health values (see Tables 8-10).\u003c/p\u003e\n\u003cp\u003eSecondly, when considering gender group differences in the formation rate of willingness to study health knowledge, significant differences were found in two items:\u0026nbsp;③\u0026nbsp;\u0026quot;It is important to learn health knowledge for a healthy life\u0026quot; and\u0026nbsp;④\u0026nbsp;\u0026quot;Learning health knowledge is very important\u0026quot;. Specifically, for item\u0026nbsp;③, the formation rate of willingness to study health knowledge is 99.3% for females, significantly higher than 97.6% for males. For item\u0026nbsp;④, the rate is also 99.3% for females, significantly higher than 96.9% for males. No statistical differences were found for the remaining items (see Tables 8-10).\u003c/p\u003e\n\u003cp\u003eFinally, no statistical differences were found in the three dimensions\u0026mdash;\u0026quot;emotional willingness to learn health knowledge\u0026quot;, \u0026quot;willingness to study health knowledge\u0026quot;, and \u0026quot;recognition of health values\u0026quot;\u0026mdash;when analyzed by major groups.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 8\u0026nbsp;\u003c/strong\u003eFormation Rate of Emotional Willingness to Learn Health Knowledge\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.60215%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.4301%;\"\u003e\n \u003cp\u003ePhysical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.8065%;\"\u003e\n \u003cp\u003eNon-Physical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e①\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e95.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e95.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.60215%;\"\u003e\n \u003cp\u003e95.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e0.961\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.4301%;\"\u003e\n \u003cp\u003e96.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.8065%;\"\u003e\n \u003cp\u003e94.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e0.741\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e0.389\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e②\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e94.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e94.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.60215%;\"\u003e\n \u003cp\u003e95.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e2.105\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e0.147\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.4301%;\"\u003e\n \u003cp\u003e95.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.8065%;\"\u003e\n \u003cp\u003e94.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e0.034\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.45161%;\"\u003e\n \u003cp\u003e0.853\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 9\u0026nbsp;\u003c/strong\u003eFormation Rate of Willingness to Study Health Knowledge\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003ePhysical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003eNon-Physical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e③\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e98.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e97.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e99.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e5.392\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.020\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e97.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e98.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.582\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.455\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e④\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e98.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e96.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e99.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e9.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.003\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e97.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e98.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.086\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.769\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e⑤\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e98.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e98.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e99.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e0.890\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.345\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e98.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e98.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.387\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.534\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e⑥\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e98.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e97.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e98.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e20210\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.137\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e98.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e98.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.654\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.419\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e⑦\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e96.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e96.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e97.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e0.712\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.399\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e95.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e96.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e1.388\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.239\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e⑧\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e95.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e94.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e95.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e0.407\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.524\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e94.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e95.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.094\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.760\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 10\u0026nbsp;\u003c/strong\u003eFormation Rate of Recognition of Health Values\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"\" width=\"99%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003ePhysical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003eNon-Physical Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e\u0026chi;\u0026sup2;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e⑨\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e97.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e97.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e98.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e0.893\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.345\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e98.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e97.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.506\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.477\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e⑩\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e96.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e96.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e96.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e0.261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.610\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e94.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e96.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e3.492\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.062\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e⑪\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e97.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e98.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e1.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.317\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e96.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e98.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e3.699\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.054\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e⑫\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e99.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e99.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e99.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e0.005\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.943\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e99.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e99.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.999\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e⑬\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e96.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e95.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e97.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e2.636\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.104\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e97.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e96.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.616\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.432\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e⑭\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e98.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e98.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8.51064%;\"\u003e\n \u003cp\u003e99.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7.44681%;\"\u003e\n \u003cp\u003e2.255\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.133\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20.2128%;\"\u003e\n \u003cp\u003e99.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 25.5319%;\"\u003e\n \u003cp\u003e98.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.765\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6.38298%;\"\u003e\n \u003cp\u003e0.382\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.1.3 Current Status of Health Behaviors\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe analysis of the current status of health behaviors among college students, based on factor analysis of the data, indicates that health behaviors are comprised of three factors: \u0026quot;proactive concern\u0026quot;, \u0026quot;active learning\u0026quot; and \u0026quot;habit formation\u0026quot;. Therefore, this analysis focuses on these three dimensions to assess the health behaviors of college students. The specific content for each item is presented in Table 11.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 11\u0026nbsp;\u003c/strong\u003eTable of Specific Content for Each Item\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e①Will actively seek out knowledge about health\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e②Ensure food safety by regularly checking expiration dates\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e③Regularly prioritizes flu prevention\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e④Frequently discusses health issues with classmates\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑤Seeks to autonomously acquire health-related knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑥Consults teachers for advice on health matters\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑦Pays attention to browsing health-related information\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑧Has a habit of exercising regularly\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑨Consciously engages in physical activities to enhance physical fitness\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑩Makes a conscious effort to develop good lifestyle habits\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026quot;Proactive Concern\u0026quot;:\u003c/p\u003e\n\u003cp\u003eThe overall formation rate for health behaviors under this dimension is high, with\u0026nbsp;①\u0026nbsp;\u0026quot;I actively seek out health knowledge\u0026quot; having a formation rate of 93.8%, and\u0026nbsp;②\u0026nbsp;\u0026quot;I pay attention to the shelf life of food\u0026quot; at 97.9%. However, no statistical differences were found in either gender or major group analyses (see Table 12).\u003c/p\u003e\n\u003cp\u003e\u0026quot;Active Learning\u0026quot;:\u003c/p\u003e\n\u003cp\u003eThe overall formation rate for this dimension ranges from 69.6% to 93.1%. Among the items,\u0026nbsp;⑥\u0026nbsp;\u0026quot;I consult teachers about health issues\u0026quot; has the lowest formation rate at 69.6%, while\u0026nbsp;⑤\u0026nbsp;\u0026quot;I independently learn some health-related knowledge\u0026quot; has the highest at 93.1%. In gender analysis, the formation rate for item\u0026nbsp;③\u0026nbsp;\u0026quot;I pay attention to influenza prevention\u0026quot; is 94% for females, significantly higher than 90.3% for males. For item\u0026nbsp;⑥, the rate for males consulting teachers is 74.8%, which is significantly higher than 64.7% for females. In professional group analysis, significant differences were observed in items\u0026nbsp;⑤,\u0026nbsp;⑥, and\u0026nbsp;⑦\u0026mdash;\u0026quot;I independently learn health-related knowledge\u0026quot;, \u0026quot;I consult teachers about health issues\u0026quot; and \u0026quot;I pay attention to browsing health information\u0026quot;\u0026mdash;indicating that health behavior formation rates for physical education students are significantly higher than those for non-physical education students (see Table 12).\u003c/p\u003e\n\u003cp\u003e\u0026quot;Habit Formation\u0026quot;:\u003c/p\u003e\n\u003cp\u003eThe overall formation rate for this dimension ranges from 89.4% to 93.9%. Items\u0026nbsp;⑧\u0026nbsp;\u0026quot;I have a habit of exercising regularly\u0026quot; and\u0026nbsp;⑨\u0026nbsp;\u0026quot;I consciously try to enhance my physical fitness through exercise\u0026quot; show significant differences in both gender and professional group analyses. In gender analysis, the health behavior formation rates for males are significantly higher than those for females. In professional group analysis, the formation rates for health behaviors among physical education students are also significantly higher than those for non-physical education students (see Table 12).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 12\u0026nbsp;\u003c/strong\u003eFormation rate of healthy behaviors\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e①Will actively seek out knowledge about health\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e②Ensure food safety by regularly checking expiration dates\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e③Regularly prioritizes flu prevention\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e④Frequently discusses health issues with classmates\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑤Seeks to autonomously acquire health-related knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑥Consults teachers for advice on health matters\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑦Pays attention to browsing health-related information\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑧Has a habit of exercising regularly\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑨Consciously engages in physical activities to enhance physical fitness\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 100%;\"\u003e\n \u003cp\u003e⑩Makes a conscious effort to develop good lifestyle habits\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2 KAB Model of Health Education in Colleges\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo investigate the internal relationships among knowledge, attitude, and behavior in health education within colleges, data from the three aspects of health knowledge, health attitude, and health behavior were validated through structural equation modeling. The resulting KAB model, illustrated in Figure 1, shows good fit indices with GFI = 0.968, AGFI = 0.942, CFI = 0.982, and RMSEA = 0.062, indicating that the model is valid.\u003c/p\u003e\n\u003cp\u003eThe path coefficients indicate that there is a positive causal relationship between health knowledge and health attitude, with a coefficient of 0.4. The relationship between health attitude and health behavior has a coefficient of 0.31, while the coefficient for health knowledge to health behavior is 0.56. All three paths are statistically significant.\u003c/p\u003e\n\u003cp\u003eFrom the KAB model, we can draw the following four conclusions:\u003c/p\u003e\n\u003cp\u003e(1). Interconnectedness of Knowledge, Attitude, and Behavior:** There is an interrelated influence among knowledge, attitudes, and behaviors in college health education.\u003c/p\u003e\n\u003cp\u003e(2). Impact of Health Knowledge on Attitude:** The health knowledge acquired by college students directly influences their attitudes towards health.\u003c/p\u003e\n\u003cp\u003e(3). Impact of Attitude on Behavior:** College students\u0026rsquo;\u0026nbsp;attitudes towards health directly affect their health behaviors.\u003c/p\u003e\n\u003cp\u003e(4). Direct Influence of Health Knowledge on Behavior:** The health knowledge that college students acquire can directly influence their health behaviors.\u003c/p\u003e\n\u003cp\u003eIn other words, the health knowledge gained in college not only has a direct positive impact on students\u0026apos; health behaviors but can also influence those behaviors positively by affecting changes in attitudes.\u003c/p\u003e"},{"header":"4. Discussion","content":"\u003cp\u003e\u003cstrong\u003e4.1 Current Status of Health Knowledge\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe overall awareness rate of \u0026quot;healthy lifestyle\u0026quot; knowledge ranges from 81.5% to 90%, indicating that college students generally have a good understanding of healthy living practices. There is a notable gender difference in knowledge about methods to enhance physical fitness and the hazards of smoking, with males scoring higher than females. This suggests that males have a stronger understanding of health and fitness knowledge, as well as smoking-related information. This may be due to their greater interest in sports and fitness. Research indicates that males often associate smoking with \u0026quot;masculinity\u0026quot;[17], and the smoking rate among male college students is significantly higher than among females[18][19]. This could explain why males, having a higher smoking population, are also more informed about its health hazards.\u003c/p\u003e\n\u003cp\u003eThe overall awareness rate for \u0026quot;disease prevention\u0026quot; knowledge ranges from 57.5% to 83.3%, with some items scoring relatively low, particularly the harm of antibiotics, which has the lowest awareness rate at 57.5%. This indicates a clear lack of understanding among college students about antibiotics. A significant gender difference is observed in all items of \u0026quot;disease prevention\u0026quot; knowledge, with males having a higher awareness rate than females. This implies that males are more knowledgeable about disease prevention than females. Studies suggest that males are more interested in certain disease-related knowledge and have more opportunities to access such information[20].\u003c/p\u003e\n\u003cp\u003eThe overall awareness rate for \u0026quot;mental health\u0026quot; is between 82.6% and 83.2%, and for \u0026quot;sexual and reproductive health\u0026quot;, it is between 89.7% and 98%. In these two areas, college students demonstrate a relatively good understanding of health knowledge, especially in \u0026quot;sexual and reproductive health\u0026quot;, which is closely related to the national emphasis in recent years. For instance, in 2017, the Central Committee of the Communist Party of China and the State Council issued the \u0026quot;Opinions on Strengthening and Improving the Ideological and Political Work in Colleges and Universities under New Circumstances\u0026quot;, highlighting the importance and necessity of sexual and reproductive health education[21]. In 2021, the Standing Committee of the National People\u0026apos;s Congress passed the revision of the \u0026quot;People\u0026apos;s Republic of China Population and Family Planning Law\u0026quot;, incorporating sexual and reproductive health education into the legal framework and clearly defining the legal responsibilities of schools for such education[22]. This also proves that significant achievements have been made under the active promotion of the state.\u003c/p\u003e\n\u003cp\u003eIn contrast, the awareness rate for \u0026quot;safety emergency and risk avoidance\u0026quot; is 71.7% to 72.4%, lower than in other areas. Although the state has placed sufficient emphasis on this area and most colleges have taken corresponding measures, sustained vigilance is required to achieve greater results[23].\u003c/p\u003e\n\u003cp\u003eRegarding professional differences, there are no statistically significant differences in the awareness rate of health knowledge in the \u0026quot;sexual and reproductive health\u0026quot; category among different professions. In the other four areas, physical education students have a significantly higher awareness rate than non-physical education majors. This suggests that they acquire more knowledge about healthy lifestyles and that their curriculum includes more health-related content[24]. This also indirectly reflects the necessity of health education courses for college students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2 Current Status of Health Education Attitudes\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study results show that college students in Jiangsu Province exhibit a high level of positive attitudes in three dimensions: \u0026quot;emotional willingness to learn health knowledge\u0026quot;, \u0026quot;willingness to study health knowledge\u0026quot;, and \u0026quot;recognition of health values\u0026quot;. Furthermore, there are no significant differences based on gender or profession in most of the items assessed. It can be concluded that college students have a strong emotional desire and learning intention for health knowledge and a sufficient understanding of its value.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.3 Current Status of Health Behaviors\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe health behavior formation rates indicate a relatively high rate of \u0026quot;proactive attention\u0026quot;, but several aspects of \u0026quot;active learning\u0026quot; and \u0026quot;habit formation\u0026quot; require improvement. In some items, the health behavior formation rate of males is significantly higher than that of females, and the health behavior formation rate of physical education majors is significantly higher than that of non-physical education students. This finding supports the current state of health knowledge and suggests a correlation between health behavior formation and the acquisition of health knowledge[25].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.4 The Interrelationship of Health Education Knowledge, Attitudes, and Behaviors\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo further explore the relationship between health knowledge, health education attitudes, and health behaviors from a statistical perspective, the data from the three aspects were modeled using the structural equation modeling software Amos. Figure 1 displays the resulting KAB model. The KAB model shows that gaining health education knowledge positively influences students\u0026apos; attitudes toward learning and developing healthy behaviors. In other words, after acquiring health knowledge, students will develop a positive attitude towards health[26], which will, importantly, lead to the development of healthy behaviors. Studies have shown that there is a positive correlation between the formation rate of health behaviors among college students and physical health[27][28][29]. This suggests that healthy habits and behaviors are crucial for improving students\u0026apos; physical health[30]. However, to form good health behaviors among students, it is necessary to popularize health education in colleges and universities to enable students to master more health knowledge and form good health attitudes[31][32].\u003c/p\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eThis study investigates the current status of health education-related knowledge, attitudes, and behaviors among college students in Jiangsu Province and explores the relationship between health knowledge, health education attitudes, and health behaviors through the establishment of the KAB model. However, this study primarily focuses on enhancing college students\u0026apos; physical health, which presents certain limitations. Future research can combine the physical health data of college students with the KAB model for analysis to provide feasible strategies for more accurate improvement of college students\u0026apos; physical health.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research plan, including the collection of questionnaire data, has been approved by the Medical Ethics Committee of Yangzhou University (No.YXL-2023-159). Written informed consent was obtained from all participants individually.All processes were conducted in accordance with the principles of the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualization, Y.Z.; methodology, Y.Z.; formal analysis, Y.Z.; data curation, Y.Z.; writing\u0026mdash;original draft preparation, Y.Z.; writing\u0026mdash;review and editing, Y.G.; validation, Y.G.;project administration, Y.Z. and Y.G.; funding acquisition, Y.Z.;supervision, Y.Z. and Y.G. All authors have read and agreed to the published version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all subjects involved in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eRaw data of this article are available upon request to the first author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research was funded by \u0026quot;the University Philosophy and Social Science Research General Project in Jiangsu Province, China, grant number 2024SJYB1530\u0026quot; and \u0026quot;Key Program of Humanities and Social Sciences Research Fund of Yangzhou University, grant number xjj2023-22\u0026quot;.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eWorld Health Organization. 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Glob Health Promot. 2024, 31(1), 36-44.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Jiangsu Province, college students, knowledge, attitude, behavior","lastPublishedDoi":"10.21203/rs.3.rs-6157931/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6157931/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"This study surveyed the health knowledge, attitudes, and behaviors of 4,508 college students in Jiangsu Province, aiming to reveal the relationships between them and to provide strategies for improving students' physical fitness. The survey found that most students performed well in terms of health knowledge, especially in the area of sexual and reproductive health, with a high rate of knowledge awareness. Students had positive emotions and willingness towards learning health knowledge and recognized the importance of health. Despite this, the formation rate of some healthy behaviors still needs improvement. The KAB model indicates that the formation of healthy behaviors is positively influenced by health knowledge and attitudes. Therefore, popularizing health education in colleges and universities, helping students acquire more health knowledge and cultivate positive attitudes, is key to promoting good health behaviors.","manuscriptTitle":"Research on the KA B Model of College Health Education","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-15 03:26:43","doi":"10.21203/rs.3.rs-6157931/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ef8055d7-8566-4a0d-84a8-b73e94fa1a24","owner":[],"postedDate":"July 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-07-15T03:26:43+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-15 03:26:43","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6157931","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6157931","identity":"rs-6157931","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}