Kilmann P R, Wanlass R L, Sabalis R F, Sullivan B
Arch Sex Behav. 1981 Apr;10(2):177-205. doi: 10.1007/BF01542178.
This paper reviewed 33 empirical studies which assessed the effectiveness of sex education. Methodological issues were considered within six sections: (a) populations, (b) instructors, (c) program formats, (d) time format, (e) program goals, and (f) outcome measures. College students were the most frequently assessed population, followed by educators and counselors, and then medical-school populations. Most investigators did not include control subjects. In the studies which included them, they were usually nonequivalent to the experimental subjects. The results were almost exclusively dependent upon questionnaire data. Only a few studies included a follow-up. In general, the subjects reported gains in sexual knowledge and shifts toward more tolerant and liberal sexual attitudes. However, it was not clear whether or to what extent these changes affected the subjects' behavior. The surprising lack of studies evaluating the effects of sex education on elementary, junior high, and high school students was noted in light of the controversy surrounding the presentation of sex-related information to these populations. In addition to the recommendation that sex education presented to "normal" students who are below the college level should be evaluated, suggestions for future research included the use of equivalent experimental and control subjects, the reporting of instructor characteristics, the specification of program goals, and the inclusion of follow-up evaluations.
本文回顾了33项评估性教育有效性的实证研究。方法学问题在六个部分进行了考量：（a）人群，（b）授课者，（c）项目形式，（d）时间安排，（e）项目目标，以及（f）结果测量。大学生是最常被评估的人群，其次是教育工作者和咨询师，然后是医学院学生群体。大多数研究者未纳入对照对象。在纳入对照对象的研究中，他们通常与实验对象不具有可比性。结果几乎完全依赖于问卷调查数据。只有少数研究进行了随访。总体而言，受试者报告在性知识方面有所收获，并且性观念转向更加宽容和开放。然而，尚不清楚这些变化是否以及在多大程度上影响了受试者的行为。鉴于围绕向这些人群提供性相关信息存在的争议，令人惊讶的是缺乏评估性教育对小学、初中和高中学生影响的研究。除了建议对向低于大学水平的“普通”学生开展的性教育进行评估外，对未来研究的建议还包括使用具有可比性的实验对象和对照对象、报告授课者特征、明确项目目标以及纳入随访评估。
