「生活技能」為主的高中生性教育介入研究

The Effect of A Life Skills-Based Sexuality Education on

高松景

指導教授 ： 晏涵文

國立臺灣師範大學/教育學院/衛生教育學系/博士(2005年)

摘要

國立台灣師範大學衛生教育學系博士班碩士論文
「生活技能」為主的高中生性教育介入研究
學生：高松景 指導教授：晏涵文
摘 要
本研究之主要目的在發展一個以「生活技能」為主，並運用「行為改變理論」，採取「多元策略」，且依據「全人發展」的性教育理念，強調培養正確「性價值觀」的高中學生性教育介入計畫，進行實驗介入，並評價其成效。以「生活技能」為主的健康課程與教學，是當前推動「健康促進學校」的基礎工作。此外，「生活技能」的教導必需與相關的「價值觀」聯結，以作為做決定的根據；因此，本研究也依據「全人發展」的性教育理念，注重培養學生建立正確的「性價值觀」。
本研究採「不相等實驗組、對照組設計」，研究對象是採立意取樣方式，首先訂定符合研究目的參與本研究的學校條件，來選取實驗組及對照組學校各一所，經前測後測、後後測實驗組有效樣本數人數為111位，對照組有效樣本數人數為99人，總計為210位高一學生參與本研究。本研究性教育介入計畫的內容，主要是每週二小時，連續七週的強調「生活技能」與「性價值觀」的性教育課室內教學，並配合教學，實施「全校性宣導活動」與「親職性教育通訊」課後活動。全校性宣導活動是由學生意見領袖所舉辦一次「性與人權」的論壇，親職性教育通訊則是配合課程家庭作業的實施，共寄發二次給學生家長自行閱讀有關本介入課程的實施與如何與孩子溝通有關「兩性交往」的話題。對照組則沒有接受此套性教育介入計畫，只是依照學校原訂的教學與活動。在教學介入之前一週分別進行實驗組和對照組之前測，於教學介入結束後一週分別進行實驗組和對照組之後測，以了解介入之立即效果；再於兩個月（八週）後進行後後測，以了解介入之延宕效果。
本研究的評量包括教育成效評量及過程評量，教育成效評量採質量並重，質性資料的收集是採檔案評量及學生焦點團體等方式，主要在瞭解介入是否可增進學生對性價值觀的瞭解（例如：「全人的性」、「人性」、「人生價值觀」及「愛」等概念）；量性資料則是透過自編的結構式問卷，用來測量介入對「性覺察度」、「性知識」、「行為態度」、「主觀規範」、「延後性行為發生及使用保險套的性健康行為意向」、「協商/拒絕婚前性行為之自我效能」、「兩性交往相關生活技巧」等。
研究結果顯示：以「生活技能」為主，運用「行為改變理論」，採取「多元策略」，並依據「全人發展」性教育理念的性教育介入，有顯著的立即效果及延宕效果，實驗組學生對「性價值觀」的相關概念，經質性分析都有良好的學習成長。學生對該次性教育介入的各項活動的過程評量獲得學生高達九成以上的滿意度，且認為生活技能為主的性教育介入計畫，值得推展。

關鍵詞：生活技能、行為改變理論、「全人發展」的性教育理念

關鍵字

生活技能 ； 行為改變理論 ； 「全人發展」的性教育理念

並列摘要

The Effect of A Life Skills-Based Sexuality Education on
Senior High School Students
A Doctor Thesis
By
Son-ji Gau
Abstract
This study aims at an intervention plan to explore senior high school students’ sexuality education. Based on developing “life skills”, exercising “the theory of behavior change”, adopting “the multi-strategy”, in accordance with “the holistic development”, and placing emphasis on developing “the correct sexual values”, this plan will be carried out with experiments, of which the effects will be evaluated in this study.
Currently health courses and teaching, with “life skills” being a prior consideration, form the basis of advancing health promoting schools. Besides, the teaching of “life skills” should be associated with the related “values” in order to serve as a source for decision-making ; therefore, this study, according to the ideal and belief of “holistic development”, also lays stress on developing students’ correct sex values.
This study adopts nonequivalent experiment control group design, First of all, the researcher chooses schools with the suitable conditions: one is experiment group, and the other is control group. The participants screened after three steps of tests ：pre-test ,post-test and follow-up test, include 111 effective samples in the experiment group and 99 ones in the control group. Totally, there are 210 senior high school freshmen involving in this study.

This study contains sexuality education in the classroom teaching for consecutive seven weeks, two hours per week. In the teaching, “life skills” and “sex values” are emphasized, and “school-wide campaign” and “Parenting sexuality education newsletter” are implemented as after-school activities.

The school-wide campaign, “Sexuality and Human Rights” forum, is held by peer leadership; “parenting sexuality education newsletter” is implemented by giving students assignment, including two bulletins for the students’ parents to read, The content of the assignment is about what this study is exploring and how the parents communicate with students about the topics of “heterosexual relationship”. The control group doesn’t receive the same plan and just have regular classes and activities as usual.

One week before the experiment, the experiment group and the control
group are taking the pre-test, and one week after the experiment, these two groups are taking the post-test in order to know the immediate effects; and two months after the experiment, both groups are taking the follow-up test to know the procrastinating effects.

This study includes educational effective assessment and processing assessment. The former includes both qualitative inquiry and quantitative approach. The qualitative information is collected from such ways as portfolio assessment and student focus group; For example , sexuality、human nature、life values、love. The latter is obtained by constructive questionnaires. For example, sexual awareness、sexual knowledge、sexual attitude、sexual subjective norms、intention of delayed sexual behavior and condom use in intercourse、self-efficacy of negotiation about no sex、life skills about heterosexual relationship.

The chief findings of this study are that this educational intervention leads to remarkable effects, the experimental group students have more related “sexuality values” concepts, and their knowledge in this field is on the increase. Students involved in this study feel highly satisfied with the educational intervention and think this plan is worth promoting.

Keyword：life skills、behavior change theory、sexuality education idea of holistic development

並列關鍵字

life skills ； behavior change theory ； sexuality education idea of holistic development

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