Roberta J. Ogletree

Impact of activity behaviors on physical activity identity and self-efficacy.

OBJECTIVE To examine the relationship of level of physical activity and length of time of adherence to physical activity, with physical activity identity (PAI) and physical activity self-efficacy (PASE). METHODS In a cross-sectional design, 409 adults completed a survey assessing activity level and adherence, PAI and PASE. RESULTS Vigorous activity was associated with higher scores on PAI and PASE scales with activity level contributing significantly larger proportions of the variance in scores compared to adherence. CONCLUSION Effort should be invested in encouraging people when beginning an exercise regimen to set a long-term goal of vigorous activity. This approach may lead to stronger identification with and self-efficacy for physical activity leading to greater adherence.

Sexual Coercion Experience and Help-Seeking Behavior of College Women

In a study of 656 college women enrolled in elective health education classes at three midwestern universities, results showed that 42% of the women had been victims of sexual coercion in dating situations while in college. Seventy percent of those who had experienced sexual coercion had intercourse when they did not want to as a result of overwhelming arguments and pressure. Only 28% of the sexual coercion victims sought any type of help. Of those who sought help, 75% sought help from a friend. Because the experience of victimization can disrupt various aspects of womens lives, it is important that victims seek help in their attempts to cope successfully after the sexually coercive event. If campus help providers--administrators, educators, residence hall staff, and health center personnel--are more aware of the incidence and dynamics of sexual coercion, they can be more effective in encouraging college student victims to seek the help they need.

The relationship of parental alcoholism and family dysfunction to stress among college students.

Abstract The relationship between collegiate adult children of alcoholics (ACOAs) and adult children from dysfunctional families (ACDFs) was examined to determine whether ACOAs and ACDFs were at greater risk of stress than non-ACOAs and non-ACDFs. The participants were 549 students from a midwestern university. The data collection instruments were the Children of Alcoholics Screening Test, 6-Item Version (CAST-6); the Family Adaptability and Cohesion Evaluation Scales, Version II (FACES-II); and the Perceived Stress Scale (PSS). A substantial proportion of the sample was classified as ACOA, ACDF, or both, and there was considerable overlap between the two groups. Both ACOA and ACDF status were found to be significant predictors of stress, with ACDF status being a better predictor than ACOA status. Possible explanations for the results and implications for collegiate wellness programs are discussed.

Associations between Number of Lifetime Partners and Other Health Behaviors.

OBJECTIVE To examine associations between health behaviors and lifetime sexual partners among college students. METHODS Data from the 1995 National College Health Risk Behavior Survey were analyzed. RESULTS After adjusting for age, sex, and race, having 2 or more lifetime sexual partners was associated with infrequently using seat belts, driving after drinking, having a physical fight, considering suicide, and using chewing tobacco and marijuana. Significant sex interactions occurred with cigarette smoking and fruit and vegetable consumption, and significant age interactions occurred with binge drinking. CONCLUSIONS Having multiple lifetime sexual partners (> or = 2) was associated with several negative health behaviors.

Influence of Professional Preparation and Class Structure on Sexuality Topics Taught in Middle and High Schools

BACKGROUND This study examined the impact of professional preparation and class structure on sexuality topics taught and use of practice-based instructional strategies in US middle and high school health classes. METHODS Data from the classroom-level file of the 2006 School Health Policies and Programs were used. A series of multivariable logistic regression models were employed to determine if sexuality content taught was dependent on professional preparation and /or class structure (HE only versus HE/another subject combined). Additional multivariable logistic regression models were employed to determine if use of practice-based instructional strategies was dependent upon professional preparation and/or class structure. Years of teaching health topics and size of the school district were included as covariates in the multivariable logistic regression models. RESULTS Findings indicated professionally prepared health educators were significantly more likely to teach 7 of the 13 sexuality topics as compared to nonprofessionally prepared health educators. There was no statistically significant difference in the instructional strategies used by professionally prepared and nonprofessionally prepared health educators. Exclusively health education classes versus combined classes were significantly more likely to have included 6 of the 13 topics and to have incorporated practice-based instructional strategies in the curricula. CONCLUSIONS This study indicated professional preparation and class structure impacted sexuality content taught. Class structure also impacted whether opportunities for students to practice skills were made available. Results support the need for continued advocacy for professionally prepared health educators and health only courses.

Behavioral Indicators and Behaviors Related to Sexting among Undergraduate Students.

Background Empirical studies on sexting are limited, and many sexting studies only assessed sexting behaviors. Few studies have assessed attitudes, subjective norms, or behavioral intentions related to sexting. Purpose The purpose of this study was to assess attitudes, subjective norms, behavioral intentions, and behaviors related to sexting (i.e., sending, posting, or sharing/forwarding sexually suggestive messages, nude/seminude pictures/videos, or both) among selected undergraduate students and to determine whether statistically significant differences in variables mentioned above existed based on selected demographic variables (i.e., gender, current relationship status, lifetime sexual partners, and current sexual partners). Methods Nearly 700 surveys (n = 697) were completed by selected undergraduate students. Independent sample t tests were used determine differences in attitudes, subjective norms, behavioral intentions, and behaviors related to sexting based on gender. One-way analyses of variance were used to calculate differences in attitudes, subjective norms, behavioral intentions, and behaviors related to sexting based on relationships status. Spearmans rho correlations were computed to determine the relationship between attitudes, subjective norms, behavioral intentions, and behaviors related to sexting and total and current number of sexual partners. Results Most of this studys participants were engaged in at least one sexting behavior in their lifetime (80.9%) and nearly half (48.5%) of all participants were currently “sextually active,” engaging in some type of sexting behavior within the past 30 days. Statistically significant differences were found for gender and all variables, current relationship status and sexting behaviors, and sexting behaviors and number of lifetime sexual partners. Statistically significant positive relationships were found among attitudes toward sexting, subjective norms toward sexting, sexting behavioral intentions, and sexting behaviors. Discussion Even though media portrays sexting as a risky behavior to avoid, sexting behaviors still remain prevalent among these selected undergraduates. Translation to Health Education Practice Future research should explore more in-depth reasons for sexting/not sexting as well as benefits of sexting among consensual adults, paying particular attention to how sexting is used for sexual communication and sexual assertiveness.

The relationship between professional preparation and class structure on health instruction in the secondary classroom.

BACKGROUND The aim of the present study was to examine the impact of professional preparation and class structure on health content delivery and time spent delivering content among required health education classes in the United States. METHODS Data from the classroom-level file of the 2006 School Health Policies and Programs Study were utilized. A series of multivariable logistic regression models were employed to determine if instruction of content was dependent on professional preparation and/or class structure. Years of teaching health topics and size of the school district were included as covariates in the multivariable logistic models. We also conducted a multivariable logistic regression model to examine if time spent teaching each topic area was dependent upon professional preparation and/or class structure. RESULTS Findings indicated that professionally prepared teachers were significantly more likely to deliver content in 6 of 12 health topic areas when compared to untrained teachers. Class structure was also an important predictor of content delivery among many topic areas. Teachers who taught classes that were devoted to health instruction were significantly more likely to deliver content in the following topic areas: alcohol/drug prevention, tobacco prevention, sexuality, pregnancy, human immuno virus and sexually transmitted disease prevention, emotional/mental health and suicide, and violence prevention. CONCLUSIONS Research concerning the relationship between professional preparation and teaching outcomes is scant. The present study indicates that health content coverage and time spent on instruction are associated with both professional preparation and class structure for many health content areas.

Characteristics of Selected Health Education Journals

Abstract Publications influence decisions regarding tenure, promotion, and merit increases at most universities. To develop a successful publication plan, an individual needs to be familiar with university and department expectations and factors used to assess quality publications. The purpose of this study was to gather information about selected health education related journals that might be useful to one who is developing a publication plan. Sixteen health education related journals were selected for the study. In a telephone survey, journal editors responded to 18 questions about characteristics of the journal and the submission process. Results revealed that a majority of journals have a readership of 10,000 or less. At least half the articles published by journals are authored by university faculty. All but one journal are refereed, and usually three reviewers are used. At least 50 percent of articles in the journals are research based articles. Over half the journals publish at least one theme iss...

Influence of professional preparation and class structure on HIV, STD, and pregnancy prevention education

Objective: The purpose of this study was to determine if education about human immunodeficiency virus (HIV)/sexually transmitted disease (STD) and pregnancy prevention is dependent on professional preparation and/or class structure. Design: A secondary data analysis of the 2006 School Health Policies and Programmes Study (SHPPS) was conducted. Setting: Data were obtained from the health education classroom level questionnaire of the 2006 SHPPS. Methods: A series of multivariable logistic regression models (N = 34) were computed to determine if instruction of HIV/STD and/or pregnancy prevention content was dependent on professional preparation and/or class structure. Results: Professionally prepared health educators were found to be significantly more likely than their counterparts to teach about teenage age pregnancy risks, teenage pregnancy impacts, finding information/services related to pregnancy, finding information/services related to HIV, and HIV diagnosis/treatment. These topics and three others (methods of contraception, signs/symptoms of HIV and compassion for persons with HIV/AIDS) were significantly more likely to be taught in health-only classes versus combination classes. Conclusion: Findings from the current study support the need for professionally prepared educators and stand-alone class structure in terms of providing the most effective sexual health education.

Predisposing, Reinforcing and Enabling Predictors of Middle School Children's After-school Physical Activity Participation

Abstract Background: Childrens participation in after-school physical activity can attenuate the overweight and obesity rates among rural, low socioeconomic status (SES) children. Childrens individual determination, as well as social and environmental factors, can influence their behaviors. Purpose: The purposes of this study were to determine if a difference existed in after-school physical activity participation among children from different socioeconomic strata and to identify predisposing, reinforcing, and enabling predictors of after-school physical activity. Methods: A crosssectional, descriptive research design using surveys was used with rural, middle school children. Results: Low SES children were more active than high SES children. Physical activity self-efficacy, attraction to physical activity, and access to equipment were statistically significant in predicting childrens after-school physical activity level. Discussion: Interventions enhancing self-efficacy and providing enjoyable options with adequate equipment can foster childrens after-school physical activity behavior. Further research however should examine reasons (e.g., farming) why low SES children reported themselves to be more active than not-low SES children; these results are contrary to results from other studies. Translation to Health Education Practice: Increasing overweight and obesity rates should prompt practitioners to consider implementing both physical activity and nutrition interventions specific to rural children.