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  • Title: Context and content: the impact of school-leaving and school-based health education on AIDS-relevant cognitions.
    Author: Abrams D, Sheeran P, Abraham C, Spears R.
    Journal: AIDS Care; 1992; 4(3):245-58. PubMed ID: 1525198.
    Abstract:
    A survey examined health beliefs and intentions among 690 16-18 year-olds in Dundee. Respondents in the younger cohort (n = 363) were classified according to their educational situation (at school vs left) and self-reports of having received AIDS/HIV-relevant health education. Both remaining in school and receiving AIDS/HIV-relevant health education had independent beneficial effects, but the effects of leaving school also interacted with sex of respondent and with amount of relevant education received prior to leaving. Males' and females' reliance on mass media and other information sources diverged once they left school, indicating that males who leave school early are most likely to disregard useful or important information regarding AIDS. Consistent with this finding, leaving school reduced the difference between males' and females' intention to use condoms with a new partner. The beneficial impact of having previously received AIDS/HIV-relevant education on beliefs concerning the controllability of the epidemic and on feeling worried about everyday contact with a person with HIV/AIDS, was most marked among those who had left school. The results are discussed in terms of their implications for health education strategies. A study was conducted to better understand which factors influence youths' beliefs, attitudes, and intentions on AIDS/HIV-related issues. Specifically, how are they affected by enrollment in school and school-based health and sex education? A postal questionnaire was sent to 690 16-18 year olds in Dundee, Scotland, over the period 1988-90. 387 responded, of which 230 were female, and 151 male; 278 were still enrolled in school. Controlling for differences in socioeconomic status and sexual experience, remaining in the school environment was found to help sustain safer attitudes and intentions about AIDS. School-based AIDS/HIV-relevant education also had an independent positive effect upon respondents. Leaving school, however, interacted with respondent sex and the amount of relevant education received prior to departure. Males who left school early are most likely to disregard useful or important mass media information on AIDS. Leaving school also reduced the difference between male and female intentions to use condoms with new partners, reducing an otherwise greater intention on the part of females to use condoms. Those having left school and receiving less education were also significantly more pessimistic and worried about quotidian contact with HIV+ people, and their ability to control against HIV infection. Results of this study suggest the merits of providing relevant education early in the course of secondary school to best reach those students who will ultimately depart early. Additionally, it is pointed out that contextual factors may have as much impact upon the formation of beliefs, attitudes, and behavior as specific interventions.
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