Classroom Goal Structures and HIV and Pregnancy Prevention Education in Rural High School Health Classrooms

被引：9

作者：

Anderman, Eric M. ^{[1
]}

Gray, DeLeon L. ^{[1
]}

O'Connell, Ann ^{[1
]}

Cupp, Pamela K. ^{[2
]}

Lane, Derek R. ^{[2
]}

Zimmerman, Rick ^{[3
]}

机构：

[1] Ohio State Univ, Sch Educ Policy & Leadership, Columbus, OH 43210 USA

[2] Univ Kentucky, Lexington, KY 40506 USA

[3] George Mason Univ, Fairfax, VA 22030 USA

来源：

JOURNAL OF RESEARCH ON ADOLESCENCE | 2011年 / 21卷 / 04期

关键词：

AFRICAN-AMERICAN; SELF-EFFICACY; EARLY ADOLESCENTS; RISK BEHAVIOR; ACHIEVEMENT; MODEL; SEX; MOTIVATION; PERCEPTIONS; ATTITUDES;

D O I：

10.1111/j.1532-7795.2011.00751.x

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic goal structures in their health classrooms. Data were collected from all students at three time points (prior to HIV and pregnancy instruction, 3 months after instruction, and 1 year after instruction). Results indicated that classroom goal structures were related to both proximal and distal knowledge, attitudes, intentions, and efficacy beliefs. Results in particular indicate that the perception of a mastery goal structure in health education classrooms fosters knowledge, improved attitudes, enhanced efficacy beliefs, and lower intentions to have sexual intercourse.

引用

页码：904 / 922

页数：19

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