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Educational Disparities in COVID-19 Prevention in China: The Role of Contextual Danger Perceived Risk and Interventional Context

机译:中国Covid-19预防的教育差异:语境危险感知风险和介入语境的作用

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摘要

Despite the social disparities in COVID-19 infection, little is known about factors influencing social disparities in preventive behaviors during the pandemic. This study examined how educational disparities in mask-wearing, handwashing, and limiting public outings might be contingent upon three factors: contextual cue of danger, perceived risk of local outbreak, and interventional context with different levels of intensity (i.e, Wuhan vs. other areas). Data were obtained from a telephone survey of 3327 adults, who were recruited through a random-digit-dial method to be representative of all cell phone users in China. Interviews were conducted from 28 April to 26 May 2020. Stratified multiple regression models showed that educational disparities in all three behaviors were only consistently observed among people exposed to context cues of danger, with an enhanced sense of risk of a local outbreak, or in areas other than Wuhan. College education seems to make a difference in handwashing regardless of contextual cues of danger or perception of risk. The findings suggested that, in the process of an epidemic, emerging threats in one’s immediate environment or raised awareness of risks are important conditions triggering educational disparities in prevention. However, effective public health interventions could potentially reduce such disparities.
机译:尽管Covid-19感染的社会差异,但关于影响大流行期间预防行为中的社会差异的因素很少。本研究审查了戴着面膜穿着,洗手和限制公共场所的教育差异可能符合三个因素:危险的背景提示,当地爆发的风险,以及不同强度水平的介入语境(即武汉与其他区域)。从3327名成年人的电话调查中获得数据,通过随机数字拨号方法招募,该方法是代表中国的所有手机用户。从4月28日到2020年5月28日进行了访谈。分层多元回归模型表明,所有三种行为中的教育差异只会在暴露于危险情况下的人们面临的人中持续观察到,增强了当地爆发的风险感,或者在地区除了武汉。无论危险或风险感知如何,大学教育似乎有所不同。调查结果表明,在流行病的过程中,在一个立即环境中的新兴威胁或提高风险的认识是引发预防教育差异的重要条件。但是,有效的公共卫生干预措施可能会降低此类差异。

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