The Application of the IMB Model as Primary Prevention on Adolescent’s Premarital Sexual Intention

Abstract

Previous studies showed the information, motivation, and behavioral skills (IMB) model could be used to predict and prevent reducing sexual risk behaviors. This paper examines the effectiveness of IMB interventions in reducing adolescent’s premarital sexual intentions. A quasy experimental nonequivalent pretest-posttest control group design was conducted among 250 students in 20 secondary schools in Pontianak with intervention IMB models and 100 students in the control group. There was a significant differences of information (delta mean = 3.008; 95% CI = 2.329 to 3.687; p value = 0.0001), motivation (delta mean = 1.532; 95% CI = 0.846 to 2.218; p value = 0, 0001), and skills to refuse or delay premarital sexual behavior (delta mean = 1.604; 95% CI = 0.629 to 2.579; p value = 0.001) on adolescents between before and after the application of the IMB model in secondary students in pontianak, Indonesia. In addition, there were significant differences intention adolescents in the control group and the experimental between before and after the IMB intervention (p value < 0.05). IMB model could be applied as primary prevention on adolescent’s premarital sexual intention through integration in school subjects. It is needed a support and debriefing skills in teachers.

The effect of sexuality education based on the information, motivation, and behavioral skills model on improving the teachers’ professional competence

“…According to a study done by Suwarni et al, the IMB model made a significant difference in all three dimensions before and after the intervention [ 17 ]. Also, Bahrami et al in Iran confirmed the effectiveness of interventions based on this model [ 16 ].…”

“…It's important to continue promoting the use and development of this approach, as it has made a real difference in the lives of young people. By providing effective strategies and support, we can empower young people to make informed decisions and lead healthy and fulfilling lives [ 16 , 17 ]. Extensive research has been conducted to determine the role that the environment and educational content, particularly schools, play in attaining a sound biological capacity.…”