The Multiple Choices of Sex Education

Hamilton, Rashea; Sanders, Margaret; Anderman, Eric M.

doi:10.1177/003172171309400508

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…In addition, prior research has revealed that perceived extrinsic goal structures are related to maladaptive patterns of beliefs and attitudes (e.g., Anderman et al, 2011;Anderman & Won, 2019). The null relations of perceived extrinsic goal structures with adaptive motivational beliefs reported in the present study, as well as the relations with maladaptive beliefs and attitudes reported in previous research, suggest that an extrinsic goal structure does not benefit students' motivation or learning outcomes in health classrooms (Hamilton, Sanders, & Anderman, 2013).…”

Section: Classroom Goal Structures and Students' Motivation In Health...contrasting

confidence: 64%

Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.

Won¹,

Anderman²,

Zimmerman³

2020

Journal of Educational Psychology

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Little attention has been paid to goal structures in health education, despite their well-established roles in motivation and learning. The primary goal of this study was to examine the longitudinal relations of classroom goal structures to high school students’ (N = 636) motivation and learning outcomes in health education. We incorporated two aspects of motivation: self-efficacy for negotiating condom use and task values for learning new information about HIV and pregnancy prevention. Results revealed that students’ perceptions of a mastery goal structure were positively related to their self-efficacy and task values, and also their knowledge and behavioral intentions one year after the health education curriculum had been delivered. In contrast, students’ perceptions of an extrinsic goal structure were not related to their motivation and learning outcomes. Our findings suggest that the implementation of instructional practices focusing on mastery may enhance the efficacy of HIV and pregnancy prevention programs.

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Section: Classroom Goal Structures and Students' Motivation In Health...contrasting

confidence: 64%

Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.

Won¹,

Anderman²,

Zimmerman³

2020

Journal of Educational Psychology

Self Cite

View full text Add to dashboard Cite

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“…Nevertheless, challenges to this work are inevitably evident, with professional burnout, difficulties working with families, boundary setting, funding and emotional strains being prominent (Bradley, 2018). With this, the need for organisational support to maintain mentors’ wellbeing and increase the effectiveness of mentoring is well documented (Freedman, 1992; Grossman and Furano, 1999; Hamilton and Hamilton, 1992; DuBois et al , 2002). While offering valuable insights, limitations on generalisability restrict the current evidence.…”

Section: Introductionmentioning

confidence: 99%

Youth mentors’ experiences working with young people to support desistance from criminal behaviour within the community

Newton,

Robson,

Johnson

2024

JCRPP

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Purpose Young offender mentoring programmes aim to support young people’s desistance from offending, but despite the importance, there remains limited exploration into mentor experiences of supporting the young people. This study aims to explore how a community-based mentoring intervention supports desistance in young offenders by understanding the mentor's experiences, with a specific reflective focus on facilitators and barriers to their work. Design/methodology/approach Semi-structured interviews were conducted with seven mentors from Northumbria Coalition against Crime, a youth and community service. Interview transcripts were analysed using interpretative phenomenological analysis, with external auditing conducted by the research supervisor. Findings Two superordinate themes resulted: “Factors for engagement” and “Personal experiences”, with participant disclosures reflecting professional reward and a sense of success. This was interwoven with “burnout”, emotional investment and challenges linked to barriers to effectiveness. Challenges included the young people having external negative influences, multiple individuals involved in a person’s care and the barrier of in person activities during the coronavirus pandemic. The clinical importance of mentoring programmes, implications for future working practice and research limitations are considered. Practical implications The clinical importance of mentoring programmes, implications for future working practice and research limitations are considered. Originality/value These findings contribute to understanding mentors’ experiences of working with young people in the community, offering critical insight into the mentorship and wider service dynamics. Furthermore, it provides an inaugural evaluation of the Northumbria Coalition against Crime services.

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The Multiple Choices of Sex Education

Cited by 2 publications

References 11 publications

Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.

Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.

Youth mentors’ experiences working with young people to support desistance from criminal behaviour within the community

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