研究背景：饮料品种的丰富化，学龄儿童健康饮水行为培育的忽视等因素影响了学龄儿童健康饮水习惯的培养，因此有必要了解影响学龄儿童健康饮水行为意愿的因素，为开展学 龄儿童健康饮水习惯的干预提供实证依据。

研究目的：本研究基于计划行为理论，探讨影响农村地区学龄儿童（9-15 岁）健康饮水行为意愿的因素，并从社会工作的视角，基于研究结果提出增强儿童健康饮水意识的建议。

研究方法：本研究计划对农村学龄儿童的健康饮水行为意愿的影响因素开展实地调查，采 取目的抽样和分层抽样相结合的方法，选取四川、江西、甘肃三地的学校实地调研。在计 划行为理论的基础上，增加知识、周围环境、饮水可及性三个变量，并根据本研究的研究问题，制定出有关于饮水的调研问卷。通过自我报告的方式收集数据，数据收回后使用多元线性回归分析来探索农村地区学龄儿童健康饮水行为意愿的影响因素。

研究结果：（1）对农村学龄儿童性别、民族、年龄在计划行为理论框架下的各个变量之间的差异进行独立样本 T 检验，行为态度、主观规范、感知行为控制、知识、周围环境、饮水可及性和行为意向在性别上有显著差异；知识和饮水可及性有显著的民族差异。（2）多元回归分析结果显示，模型 1 中，行为态（β=0.15,p<0.01）、主观规范（β=0.15,p<0.001）、感知行为控制（β=0.11,p<0.01）、知识（β=0.10,p<0.001）、周围环境（β=0.09,p<0.01）、饮水可及性（β=0.06,p<0.05）对学龄儿童健康饮水行为意愿有显著影响作用。基于计划行为理论模型，将行为态度、主观规范、感知行为控制的分维度放入回归方程，模型 2 结果显示情感态（β=0.17,p<0.001）、规范化信念（β=0.18,p<0.001）和感知能力（β=0.12,p<0.01）与知识（β=0.19,p<0.001）、周围环境（β=0.13,p<0.01）、饮水可及性（β=0.08,p<0.05）对学龄儿童健康饮水行为意愿具有显著影响作用。

结论：行为态度、主观规范、感知行为控制、知识、周围环境、饮水可及性是影响学龄儿童健康饮水行为意愿的因素，学校和家庭可基于计划行为理论模型设计针对性的干预方案，开展学龄儿童健康饮水行为教育。

BACKGROUND: Various factors such as the diversification of beverage varieties and the neglect of cultivating healthy drinking water behavior in school-aged children may lead to a lack of good drinking habits in this age group. So we should learn the factors that influence the willingness of school-aged children in rural areas to provide empirical evidence for promoting their awareness of drinking water health.

Aims: Based on the theory of planned behaviour, this study find the factors that influence the willingness of school-age children (9-15 years old) in rural areas to engage in healthy drinking water behaviour, and proposes recommendations to enhance children's awareness of healthy drinking water from a social work perspective based on the findings of the study.

Methods: This study plans to conduct a field survey on the factors that influence school-aged children's willingness to adopt healthy drinking water behaviors in rural areas, using a combination of purposive sampling and stratified sampling methods to select schools in Sichuan, Jiangxi, and Gansu provinces for field research. Based on the Theory of Planned Behavior, three variables - knowledge, surrounding environment, and water availability - were added, and a survey questionnaire was developed on drinking water issues. Data was collected through self-report and multiple linear regression analysis was used to explore the influencing factors of school-aged children's willingness to adopt healthy drinking water behaviors in rural areas.

Results: (1) Independent samples t-tests were conducted to examine the differences between each variable in the framework of the Theory of Planned Behavior for rural school-age children by gender, ethnicity and age. There were significant differences in gender for behavioral
attitudes, subjective norms, perceived behavioral control, knowledge, surroundings, water accessibility and behavioral intentions; and significant ethnic differences for knowledge and water accessibility. (2) The results of multiple regression analysis showed that in model 1, behavioral attitudes (β=0.15,p<0.01), subjective norms (β=0.15,p<0.001), perceived behavioral control (β=0.11,p<0.01), knowledge (β=0.10,p<0.001), surrounding environment (β=0.09,p<0.01), and drinking water accessibility (β= 0.06,p<0.05) had a significant effect on school-age children's willingness to engage in healthy drinking behaviour. Based on the Theory of Planned Behavior model, the sub-dimensions of behavioral attitudes, subjective norms, and perceived behavioral control were put into the regression equation and the results of model 2 showed that emotional attitudes (β=0.17,p<0.001), normative beliefs (β=0.18,p<0.001) and perceived competence (β=0.12,p<0.01) were associated with knowledge (β=0.19,p<0.001), and surrounding environment (β=0.13,p<0.01), drinking water accessibility (β=0.08,p<0.05)were able to have a significant effect on school-age children's willingness to engage in healthy drinking behavior.

Conclusions: Behavior attitudes, subjective norms, perceived behavioral control, knowledge, surrounding environment, and water availability are all factors that influence school-aged children’s willingness to adopt healthy drinking water behaviors, and schools and families can use the Theory of Planned Behavior model as a guide to strengthen education on healthy drinking behavior among school-aged children.