The Ohio State University, Department of Educational Studies, 101 B Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, OH, 43210, USA.
J Youth Adolesc. 2022 Nov;51(11):2061-2076. doi: 10.1007/s10964-022-01646-w. Epub 2022 Jul 6.
Teacher attitudes and instructional strategies impact success of human sexuality programs. Limited prior research has examined the relations of teachers' attitudes and instruction to the development of adolescents' sexual self-efficacy beliefs. This study examined how adolescents' perceptions of their health teachers (i.e., teacher value of content, teacher affinity, teacher caring for students) predict changes in efficacy beliefs related to HIV/STD and pregnancy prevention, and if perceptions of mastery goal structure predicted adaptive efficacy beliefs. Data were collected in 4 Midwestern/Appalachian high schools in health class where the delivery of a 14-lesson sexual health curriculum occurred. Participants included 561 students (50.4% 9 graders, 43.5% female, 56.3% White, 53.7% did not have a current romantic partner, and 59.7% had previously not engaged in sexual activity). The findings indicate students' perceptions of teachers valuing the content predicted perceptions of mastery goal structure for all sexual self-efficacy beliefs: learning efficacy, condom negotiation efficacy, refusal self-efficacy, and situational self-efficacy. Students who perceive a mastery goal structure in health class, and who feel their teachers value learning about HIV/STD and pregnancy prevention, are likely to experience positive adaptive self-efficacy beliefs related to sexual health, ultimately leading to behaviors indicative of decreased STDs among teenagers and safe sexual practices, such as abstinence, the use of a condom, and saying "no" to having sex.
教师的态度和教学策略对性教育项目的成功有影响。先前的研究有限，考察了教师的态度和教学与青少年性自我效能信念的发展之间的关系。本研究探讨了青少年对他们的健康教师（即教师对内容的重视、教师亲和力、教师关心学生）的看法如何预测与 HIV/性病和怀孕预防相关的效能信念的变化，以及对掌握目标结构的看法是否预测适应性效能信念。数据是在 4 所中西部/阿巴拉契亚地区的高中的健康课上收集的，在那里进行了 14 节性健康教育课程的教学。参与者包括 561 名学生（50.4%为 9 年级学生，43.5%为女性，56.3%为白人，53.7%没有当前的恋爱伴侣，59.7%之前没有发生过性行为）。研究结果表明，学生对教师重视内容的看法预测了所有性自我效能信念的掌握目标结构的看法：学习效能、避孕套谈判效能、拒绝自我效能和情境自我效能。在健康课上感受到掌握目标结构、并认为自己的教师重视学习 HIV/性病和怀孕预防的学生，更有可能体验到与性健康相关的积极适应性自我效能信念，最终导致青少年性病减少和安全性行为的行为，例如禁欲、使用避孕套和说“不”进行性行为。
