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THE EFFECTS OF PARTNER-TYPE, AND SELF-EFFICACY ON SAFE SEX PRACTICES IN A SAMPLE OF HOMELESS WOMEN
Title
THE EFFECTS OF PARTNER-TYPE, AND SELF-EFFICACY ON SAFE SEX PRACTICES IN A SAMPLE OF HOMELESS WOMEN
Creator
Mikrut, Cassandra
Date
2017, 2017-05
Description
Homeless women tend to engage in a variety of behaviors that put them at risk for HIV and sexually transmitted infections (STIs). Some of...
Show moreHomeless women tend to engage in a variety of behaviors that put them at risk for HIV and sexually transmitted infections (STIs). Some of these behaviors include engaging in unprotected sex as well as higher levels of substance use. The purpose of the present study was to assess the effects of partner-type and condom use self-efficacy on sexual safety practices. Data were derived from 128 homeless women, living in shelters throughout New York City. Somers’ d was used to test the effects of partner-type, “steady” versus “casual,” and condom use self-efficacy on sexual safety practices. Results indicated that there were significant relationships between partner type and condom use as well as self-efficacy and condom use. Specifically, when the participant considered their primary partner to be “steady” they were less likely to use a male condom during sexual intercourse. Furthermore, higher condom use self-efficacy coincided with higher rates of condom use. Based on these results, it would be ideal for future research and interventions to focus on safe sex practices with “steady” partners, as these appear to be the riskier relationship.
M.S. in Psychology, May 2017
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The Impact of Knowledge, Self-efficacy, and Stigma on STI Testing Intention among College Students
Title
The Impact of Knowledge, Self-efficacy, and Stigma on STI Testing Intention among College Students
Creator
Thomas, Julia
Date
2019
Description
Young people (ages 15-24) account for over half of the new cases of sexually transmitted infections (STIs) each year in the United States (CDC...
Show moreYoung people (ages 15-24) account for over half of the new cases of sexually transmitted infections (STIs) each year in the United States (CDC, 2016). The current study examined how knowledge, self-efficacy, and stigma are associated with STI testing intention among sexually active college students using path model analysis. Data were collected via an online survey (N = 76, 54% female). STI testing intention was measured using a 5-point Likert scale for eight STIs referenced in the Brief Sexual History Tool (CDC, 2018). These items comprised an intention scale with high internal consistency for this sample (α = .97). Path analysis was conducted using SPSS AMOS and MacKinnon’s ab product approach in RMediation was used to test mediating effects. The predicted path model fit the data well and the relationships between self-efficacy and knowledge, label avoidance, and intention were significant. Mediation analysis revealed significant indirect paths for knowledge and label avoidance on STI testing intention through self-efficacy. These findings indicate that self-efficacy directly impacts college students’ STI testing intention, while knowledge and label avoidance indirectly impact intention through self-efficacy. Findings suggest that providers and college health clinics may be able to increase the frequency of STI testing behavior by promoting strategies to increase students’ self-efficacy.
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PLAYER MOTIVATION AND TRAINING EFFECTIVENESS: INSIGHTS FROM A STRUCTURAL MODEL OF GAME-BASED LEARNING
Title
PLAYER MOTIVATION AND TRAINING EFFECTIVENESS: INSIGHTS FROM A STRUCTURAL MODEL OF GAME-BASED LEARNING
Creator
Gandara, Daniel A.
Date
2022
Description
Digital game-based learning (DGBL) delivers training through video games. Practitioners are using DGBL in attempts to increase motivation,...
Show moreDigital game-based learning (DGBL) delivers training through video games. Practitioners are using DGBL in attempts to increase motivation, promote learning, and increase transfer in training. Theory and models of DGBL aim to explain how motivation is created to yield these benefits, and studies have compared DGBL to traditional methods, yet the tenets of these theories remain largely unexamined. The present study tested the process-outcome link of Garris et al.’s (2002) input-process-outcome model, examined the effect of positive and negative user judgments on behavior and learning, and expanded the model to include trainee reactions and adaptive transfer. Participants (N = 254) learned about identifying misinformation online by playing Fake It to Make It, a social-impact game that teaches core critical thinking skills. Autoregressive cross-lagged (ARCL) panel analysis was used to analyze and compare models to test the hypothesized relationships among judgments and behavior scores across six game levels in predicting six learning outcomes, including adaptive transfer tasks evaluating online sources. Findings indicated that each judgment was predicted by its own lagged judgment and lagged behavior. Additionally, positive user judgments predicted reactions, post-training self-efficacy, and motivation to transfer, while frustration inhibited declarative knowledge. Results also demonstrated that behavior and declarative knowledge predicted performance on the adaptive transfer tasks. Research recommendations and practice implications are discussed relative to using games to deliver training with emphasis on motivational properties and targeted outcomes.
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