Kaveh Mohammad Hossein, Hesampour Maryam, Ghahremani Leila, Tabatabaee Hamid Reza
Department of Health Education and Promotion, Faculty of Health, Research Center for Health Sciences, Shiraz University of Medical Sciences, Shiraz, Iran;
Department of Health Education and Promotion, Faculty of Health, Shiraz University of Medical Sciences, Shiraz, Iran;
J Adv Med Educ Prof. 2014 Apr;2(2):63-70.
Low self-esteem in adolescence is one of the risk factors for negative outcomes in important domains of adulthood life. Due to the lack of trials based on modern methods of teaching in the field of self-esteem, this study aimed to investigate the effects of a peer-led training program on female second graders' self-esteem in public secondary schools in Shiraz.
The present study is an educational controlled trial. 223 public school female students in the second grade were selected with the Multi-stage random cluster sampling method. The selected Schools were assigned randomly to experimental and control groups. The data were collected before, one and six weeks after an intervention in the control and experimental group, using Pope's 5-scale test of self-esteem with Cronbach's alpha reliability of 0.85. The educational intervention in the experimental group was a peer-led approach, using discussion techniques in small groups (the group work, role play and group play) and a 5-volume training manual. The data were analyzed through SPSS, version 14, using Mann-Whitney test, Chi-square test, Wilcoxon and repeated measure Analysis of Variance (ANOVA).
The results showed that the mean of total self-esteem scores and the sub-scales (except for family self-esteem) in the experimental groups compared to that in the control groups, one and six weeks after the peer-led based approach intervention was significantly different (p<0.001). Before the intervention, the mean for self-esteem in the experimental groups was 51.80±13.91 but in the first post-test and second post-test the mean increased to 73.72±12.94, and 69.48±12.63, respectively. Before the educational intervention, the frequency distribution of females' self-esteem in the experimental and control groups did not differ significantly from each other (p=0.337). But during one and six weeks after the intervention, a significant increase was observed between the two groups (p<0.001).
The results of this study suggest that peer education is an effective way to promote self-esteem in adolescents. Providing opportunities such as a peer-led approach can help adolescents to acquire practical ways to increase their self-esteem.
青少年时期的低自尊是成年生活重要领域出现负面结果的风险因素之一。由于自尊领域缺乏基于现代教学方法的试验，本研究旨在调查同伴主导的培训计划对设拉子公立中学二年级女生自尊的影响。
本研究是一项教育对照试验。采用多阶段随机整群抽样方法选取了223名公立学校二年级女生。所选学校被随机分配到实验组和对照组。在对照组和实验组进行干预前、干预后1周和6周，使用Pope的5分量表自尊测试收集数据，其Cronbach's alpha信度为0.85。实验组的教育干预采用同伴主导的方法，运用小组讨论技巧（小组工作、角色扮演和小组游戏）以及一本5卷的培训手册。通过SPSS 14版软件，使用曼-惠特尼检验、卡方检验、威尔科克森检验和重复测量方差分析（ANOVA）对数据进行分析。
结果显示，在基于同伴主导方法的干预后1周和6周，实验组的总体自尊得分及各子量表得分（家庭自尊除外）与对照组相比有显著差异（p<0.001）。干预前，实验组的自尊平均分为51.80±13.91，但在第一次和第二次测试后，平均分分别增至73.72±12.94和69.48±12.63。教育干预前，实验组和对照组女生自尊的频率分布无显著差异（p=0.337）。但在干预后1周和6周，两组间出现显著增长（p<0.001）。
本研究结果表明，同伴教育是提升青少年自尊的有效途径。提供诸如同伴主导方法这样的机会有助于青少年获得提升自尊的实用方法。
