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1.
Although college-aged women are at high risk for human papillomavirus (HPV) infection, many college women remain unvaccinated against HPV. Testing health behavior theory can assist sexuality educators in identifying behavioral antecedents to promote behavior change within an intervention. The purpose of this pilot study was to utilize social cognitive theory (SCT) to predict unvaccinated college women's intentions to receive the HPV vaccine within the next six months. A total of 197 unvaccinated college women ages 18–26 attending a large public southeastern university in the United States completed an online questionnaire to assess SCT constructs. Expectations, HPV knowledge, self-efficacy to get the HPV vaccine, situational perception, self-control to get the HPV vaccine, and self-efficacy in overcoming barriers to get the HPV vaccine were regressed on HPV vaccination intentions using the stepwise method. Self-control (p < 0.001, β = .292) and situational perception (p < 0.001, β = .332) were significant predictors of intentions to receive the HPV vaccine, explaining 23.5% of its variance. The results of this pilot study suggest that sexuality educators should aim to increase self-control and situational perception in order to increase HPV vaccination intentions among college women.  相似文献   

2.
This study applied the theory of motivated information management (TMIM) to predict young women's intentions to seek information about the HPV vaccine from their doctors and parents. A sample of 215 women aged 18–25 who have not yet received their HPV vaccinations completed a survey measuring their HPV and cervical cancer risk perceptions, TMIM-related variables (i.e., uncertainty discrepancy, anxiety, outcome expectancy, efficacy, information-seeking intent), and HPV vaccination intentions. Results indicate that positive outcome expectancies, anxiety about uncertainty discrepancy, and HPV risk perception were significant predictors of HPV vaccine information-seeking intent, which in turn predicted HPV vaccination intent.  相似文献   

3.
The balance of empirical research on college men is a portrait of their maladaptive and antisocial attitudes and behaviors. Studies have demonstrated the correlation between college men's problematic behavior and adherence to gender role traditionalism. Educators have few composites of men's prosocial behavior nor the masculine ideology that accompanies it.

This article is based, in part, on a study where I explored college men's prosocial behaviors through their engagement in an educationally purposeful activity that has been operationally defined in the literature: diversity education (DE). DE was defined as opportunities to engage meaningfully with diversity through coursework or purposeful cross-culture interactions in pursuit of educational outcomes.

Using a basic interpretive qualitative methodology, I addressed the following research question: How do college men who have been engaged in diversity education understand and perform masculinity? Themes derived using the constant comparative method included (a) the persistence of hegemonic masculine ideology and (b) experiences of gender socialization. Findings confirmed other studies that demonstrated the influence of hegemonic masculine ideology on college men (Davis, 2002; Edwards, 2007; Harris, 2006). This study adds to the literature by ascertaining how hegemonic masculine ideology may permeate the diversity classroom or workshop, creating dynamics that social justice educators must consider when designing effective learning environments.  相似文献   

4.
The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self‐efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery experience was the primary source of the men's self‐efficacy beliefs. These results are compared to those from Zeldin and Pajares' earlier study involving women in STEM careers. For women, social persuasions and vicarious experiences were the primary sources of self‐efficacy beliefs. Together, these findings suggest that different sources are predominant in the creation and development of the self‐efficacy beliefs of men and women who pursue STEM careers. The self‐efficacy beliefs of men in these male‐dominated domains are created primarily as a result of the interpretations they make of their ongoing achievements and successes. Women, on the other hand, rely on relational episodes in their lives to create and buttress the confidence that they can succeed in male‐dominated domains. Findings were consistent with the theoretical tenets of A. Bandura's social cognitive theory. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1036–1058, 2008  相似文献   

5.
Males outperform females in the Mental Rotation Test (MRT) for biological, strategic and cultural reasons. The present research tested a motivational explanation with the hypothesis that females could do better when induced to have positive beliefs and expectations. All-female and all-male samples were divided into six groups, each having listened to different instructions: 1. men are better than women at this task; 2. women are better than men; 3. control instructions with no gender reference. Each group was further allocated to either the easy or the difficult task expectations condition. Experimental manipulation affected performance differently in relation to gender. Women's performance was affected by positive instructions about gender. Men were affected by instructions about the task difficulty. Women improved performance and reached men's scores in the MRT when they were led to believe they were better than men.  相似文献   

6.
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7.
Abstract

The National Human Papillomavirus (HPV) Vaccination Program in Australia commenced in 2007 for girls and in 2013 for boys, using the quadrivalent HPV [4vHPV] vaccine. In Australia, students are primarily vaccinated en masse, on school grounds, after parental/guardian consent is obtained. Students most often receive little, or no, education at school about HPV or HPV vaccination prior to immunisation. There is also some uncertainty about where young people can and should obtain reliable information about the vaccine, outside of school. We conducted a cluster randomised controlled trial of a complex intervention in schools. This study aimed to improve: (1) student knowledge about HPV vaccination; (2) psycho-social outcomes and (3) vaccination uptake. In this paper, we briefly outline our educational intervention and discuss its implementation by educators including facilitators and barriers. We also discuss the study findings pertaining to student knowledge about HPV and HPV vaccination and their attitudes to vaccination across control and intervention schools. Study results showed students in intervention schools demonstrate greater knowledge and understanding of HPV and HPV vaccination. Greater knowledge and understanding of HPV and HPV vaccination appeared to promote positive attitudes towards vaccination and supported confidence with vaccination.  相似文献   

8.
This article draws on discussion group data collected with 64 ethnically diverse working-class men who were predominantly not participating, or planning to participate, in higher education. The article identifies how the men drew on various discourses of masculinity in their arguments for and against higher education participation, and discusses potential implications of these discourses upon working-class men's continued underrepresentation in higher education. Analysis also highlights how the men's various constructions were framed/constrained by their locations within multiple, interlocking systems of inequality. Questions are raised with regard to future widening participation initiatives.  相似文献   

9.
Focus group data revealed that despite reporting expectations for high levels of sexual activity, college men primarily identifying as heterosexual were ambivalent about sexual health responsibility and their role in preventing human papillomavirus (HPV). Participants identified shared sexual health responsibility as an ideal but invoked heteronormative gender discourses to rationalize inequality in partnered sexual health. Self-categorization processes based on gender may prevent college males from engaging self- and partnered protective behaviors. Yet, self-categorization processes also enabled college men to envision a future relational identity as husband and father in which they engaged protective sexual health behaviors. Although discourses may signify latent benevolent sexism, they may also make room for behavior change through dissonance or messages encouraging superordinate categorization that urges engaging in preventive sexual health behaviors regardless of gender. Implications for self-categorization processes in HPV prevention are discussed.  相似文献   

10.
A variety of methods are used to reduce sexual violence on our college campuses. This article discusses remedial and prevention programs designed to educate and change men's sexual violating attitudes and behaviors. A conceptual and practical guideline followed by case examples of counseling college men accused or convicted of sexual violence is discussed. Ideas and resources for sexual violence prevention programming are also provided.  相似文献   

11.
This article examines the masculinization of discipline and its interplay with power in the primary school through an exploration of teachers' gender and disciplinary work and roles by drawing on data from an ethnographic study conducted at a primary school in Taiwan. The research findings suggest that discipline was men's work due to women distancing themselves from discipline, the physical advantages of men and masculinity, and parental expectations. However, negative feelings and pressure towards disciplining were also revealed by men. This research evidence also indicates women were, or could be, as tough disciplinarians as men. More importantly, the masculinization of disciplining work and roles was linked to male domination in power. The teacher workplace culture may help to explain discipline as men's work and power as gendered.  相似文献   

12.
ObjectiveCoping strategies of men who were sexually abused in childhood were examined to ascertain their relationship to clinical diagnoses. Time elapsed since the abuse occurred was examined for its relationship to psychological functioning. Clinical psychopathology of this primary sample of sexually abused men was compared to a community sample of men.MethodsA primary sample of 147 Australian men was recruited from agencies and self-help groups who support adults who were sexually abused in childhood. For comparative purposes a secondary data set that consisted of 1,231 men recruited randomly in an Australian community survey was utilized. Both samples were administered the 28-item General Health Questionnaire (GHQ28). The primary sample was administered the 60-item coping style inventory instrument (COPE).ResultsCoping strategies influenced the possibility of being classified as clinical or nonclinical. The most important strategies associated with better functioning were positive reinterpretation and growth and seeking instrumental social support. Whereas strategies that were more associated with a clinical outcome were themed around internalization, acceptance and disengagement. The sample of men who were sexually abused in childhood was up to 10 times more likely to be classified as “clinical” then the sample of community men. Time elapsed since the abuse occurred did not have a moderating effect on men's psychological functioning.ConclusionsMen who have been sexually abused in childhood are more likely to have clinical diagnoses but coping strategies may play an important part in this outcome. Seeking active assistance appears to be important coping strategy in reframing the experience, however, the timing of this help seeking is not critical.Practice implicationsThe findings reinforce the importance of professionals being aware that men's psychiatric symptoms might be the sequel to past child sexual abuse. Coping strategies that focus on internalization or disengagement are potentially damaging to the men's long-term psychological functioning. Importantly there are coping strategies that appear to have a moderating effect on clinical diagnoses. Focus needs to be given to support services to male victims that provide practical strategies and allow for cognitive reframing to assist men to see their strength and positive growth arising from survival.  相似文献   

13.
Students' valuing of subject domains is an important contributor to students' educational success. As one avenue to foster students' valuing, social-cognitive motivational theories suggest that teachers might transmit their value beliefs to students through their instructional strategies. Accordingly, the current study examined the transmission of teacher's math value to students' math value via the content-related instructional strategy of cognitive support as reported by teachers and students. Using a longitudinal dataset of 1429 students (51% males, 68% Hispanic) and their 26 teachers (48% female), manifest-latent multilevel regression analyses showed some indication that teacher's endorsement of math valuing for their students, but not their personal value beliefs, might be associated indirectly with class average students' interest value through teacher's provision of cognitive support. Furthermore, teacher's reported cognitive support was related to the class average of students' value beliefs through class average students' perceptions of cognitive support, highlighting the importance of students' perceptions.  相似文献   

14.
The human papillomavirus (HPV) vaccine provides physicians with an opportunity to have conversations with girls about sex and sex-related topics. Current research suggests that these conversations are not happening. This study was designed to assess whether physicians would use the HPV vaccination as an opening to communicate with nine-year-old to 15-year-old female patients about sex using the Theory of Planned Behavior as a framework. The study also assessed what sexual health topics physicians were willing to discuss when they vaccinated patients and at what ages they would be willing to discuss each topic. Differences in communication were also examined between older and younger physicians and female and male physicians. A random sample (n = 207) of all family practice and pediatric physicians in a rural, Midwest state in the USA were mailed a survey about the HPV vaccine and their intentions to talk about sex-related topics. Specifically, the survey questions assessed the theoretical constructs: attitudes, subjective norms, and perceived behaviour control. The results point to physicians' intentions to talk about sex when they vaccinate. Most physicians intended to talk about sexually transmitted infections when they vaccinate against HPV (90.3%). A multivariate linear regression reveals that physicians' intentions to talk about sex are influenced by attitudes (β = 0.18, p < 0.05), subjective norms (β = 0.53, p < 0.001), and perceived behavioural control (β = 0.15, p < 0.05). Physicians intended to talk about a variety of sex-related topics when they vaccinate nine-year-old to 15-year-old girls against HPV. The research indicated that physicians' intentions were high, but do not indicate how well physicians are prepared for this communication with nine-year-old to 15-year-old girls about sex.  相似文献   

15.
Relying on uncertainty reduction theory, this study examines the effect of communication strategies on assessments of relational repair and intimacy. Approximately one hundred heterosexual, romantically involved couples nominated unfaithfulness, third party competition, and geographic distance as events most negatively affecting their relationships. These couples also reported that they most often engaged in interactive communication behavior (especially relationship talk) to repair their relationships. In addition, men's passive strategy use and women's active strategy use were associated with self‐reported and partner‐attributed beliefs that the relationship was repaired. Perceptions of relational repair were, in turn, tied to the degree of self‐reported intimacy.  相似文献   

16.
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17.
Interviews with some women graduate students at the Ontario Institute for Studies in Education reveal that the presence of men students in feminist academe is a complex and conflicted issue. Women respondents were concerned about men's personal, political and epistemological appropriation of feminist space in academe. The women's concerns arise out of men's actual behaviour and/or perceived motivation inside and outside the classroom. Such concerns are possibly linked to the women students’ sense of proprietorship over the women's studies enterprise.

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18.
This study is a correlative predictive study focusing on the identification of factors impacting on the ability of Hispanic students to achieve their educational objectives within the community college environment. The study sample of 698 students was selected from a community college in Southwest Texas with a student enrollment that was 61% Hispanic. Through regression analysis, factors that were significantly related to the completion of the students’ educational objectives were identified. These relationships were identified for the total sample and for each of four subgroups, Hispanics, white nonHispanics, males, and females. The results indicated that positive or negative reasons for withdrawal and the students’ positive perceptions of their educational experiences were significantly related to the ability of all students to complete their objectives. However, there were sufficient differences between the groupings of factors retained for the total sample and the four subgroups to warrant the conclusion that the community college needs to consider each subgroup as a unique population and to develop policies and programs specifically oriented to each subgroup's needs. This specificity of approach was seen as being particularly important for the improved retention of high‐risk subgroups, such as the Hispanic students.  相似文献   

19.
A study (involving 466 high school and college students) comparing women's and men's ratings of their own and ideal speech showed that a greater number of speech characteristics of males differed from the speech characteristics of the ideal speaker. The results of the study combined with material from the writings of women who have made a conscious effort to change their language indicate that before women continue to try to alter their speech by such means as assertiveness training they should consider the desirable characteristics associated with female speech.  相似文献   

20.
The gender role hypothesis posits that performance on a cognitive ability test is influenced by whether the test instructions frame the test as measuring a skill that is consistent or inconsistent with the test taker's gender role beliefs. The Bem sex role inventory was used to measure the gender role of female college students, and the group embedded figures test (GEFT) was used to measure their spatial ability. Masculine gender role women scored significantly higher on the GEFT when the test was described as measuring spatial ability, whereas feminine gender role women scored significantly higher when the test was described as measuring empathy. In a second experiment, men did not show the same effects. Implications of individual differences in gender role beliefs are discussed.  相似文献   

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