Socio-Ecological Factors Associated with Students' Perceived Impact of an Evidence-Based Sexual Health Education Curriculum

Autor/inn/en	Markham, Christine M.; Peskin, Melissa F.; Baumler, Elizabeth R.; Addy, Robert C.; Thiel, Melanie A.; Laris, B. A.; Baker, Kimberly; Hernandez, Belinda; Shegog, Ross; Coyle, Karin; Emery, Susan Tortolero
Titel	Socio-Ecological Factors Associated with Students' Perceived Impact of an Evidence-Based Sexual Health Education Curriculum
Quelle	In: Journal of School Health, 90 (2020) 8, S.604-617 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Markham, Christine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12908
Schlagwörter	Sex Education; Sexuality; Evidence Based Practice; Program Effectiveness; Student Attitudes; Health Behavior; Decision Making; Student Characteristics; Teacher Characteristics; Institutional Characteristics; School Districts; Middle School Students; Program Descriptions; Barriers; Communication (Thought Transfer); Self Efficacy; Correlation; Gender Differences; Culturally Relevant Education; Teacher Attitudes; Teaching Methods; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Schülerverhalten; Health behaviour; Gesundheitsverhalten; Decision-making; Entscheidungsfindung; School district; Schulbezirk; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Communication; thought; Kommunikation; Gedanke; Self-efficacy; Selbstwirksamkeit; Korrelation; Geschlechterkonflikt; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Background: Although schools often implement evidence-based sexual health education programs to address sexual and reproductive health disparities, multiple factors may influence program effectiveness. Methods: Using student-reported perceived impact measures as a proxy for program effectiveness, we employed a socio-ecological approach to examine student, teacher, school, and district factors associated with greater perceived impact of It's Your Game (IYG), an evidence-based middle school sexual health education program. The student sample was 58.7% female, 51.8% Hispanic, mean age 13.2 years, from 73 middle schools. We assessed students' (N = 4531) perceived impact of IYG on healthy decision-making ([alpha] = 0.75) and sexual communication ([alpha] = 0.71); satisfaction with IYG activities and teacher; and demographics. We assessed teachers' (N = 56) self-efficacy to teach IYG, perceived administrative support, implementation barriers, and demographics. School and district data were abstracted from state records. We used multilevel logistic regression to estimate associations between independent variables and student-reported perceived impact. Results: In final multivariate models, students' demographics (sex, [beta] = 0.06, SE = 0.015), satisfaction with IYG ([beta] = 0.21, SE = 0.012), and their IYG teacher ([beta] = 0.18, SE = 0.013) (all p = 0.000) were significantly associated with perceived impact on healthy decision-making. Similar findings resulted for sexual communication. No other variables were significantly associated with perceived impact. Conclusions: Helping schools select age-appropriate, culturally relevant programs, and facilitate supportive learning environments may enhance the perceived impact of sexual health education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01