ARAN - Access to Research at NUI Galway

School health education and gender: an interactive effect

ARAN - Access to Research at NUI Galway

Show simple item record

dc.contributor.author Nic Gabhainn, Saoirse
dc.contributor.author Kelleher, Cecily C.
dc.date.accessioned 2012-03-20T17:30:39Z
dc.date.available 2012-03-20T17:30:39Z
dc.date.issued 2000-03-04
dc.identifier.citation Nic Gabhainn, S. & Kelleher, C. (2000). School health education and gender: an interactive effect? Health Education Research: Theory and Practice, 15(5), 591-602 en_US
dc.identifier.uri http://hdl.handle.net/10379/2618
dc.description.abstract Post-primary school students (n = 2407) and young adults (n = 477) participated in a cross-sectional evaluation of a health education programme for schools. The Lifeskills programme is based on a philosophy of student empowerment, and aims to teach knowledge and skills relevant to health promoting behaviour. School students were recruited in schools, while young adults were opportunistically recruited in workplaces, training centres and on public transport. Those who attended schools where Lifeskills had been taught and who remembered such lessons were conservatively classified as the intervention group, while those who attended other schools and did not remember such lessons were classified as the comparison group. Participants completed questionnaires designed to collect data on health-related behaviours, indicators, knowledge and psychological health. School-level factors were employed as covariates in subsequent analyses of covariance. Amongst younger pupils, females reported more positive health behaviours but lower levels of psychological well-being and more symptoms. The impact of the programme became evident at ages 13¿15. Those involved drank less and reported more positive adjustment to school. However, sex differences remained, with females reporting more health-promoting behaviour and more symptoms, and lagging behind males in self-esteem and general well-being. An interaction between gender and the intervention was identified among senior pupils. Exposure was especially beneficial for females. However, as young adults, the two main effects of gender and programme participation re-emerged as the most important independent variables, and the interaction between them was not significant. This pattern has implications for the interpretation of evaluations conducted on short-term interventions as well as for short-term impact evaluations. en_US
dc.format application/pdf en_US
dc.language.iso en en_US
dc.publisher Oxford Journals en_US
dc.subject Health education en_US
dc.subject School-aged children en_US
dc.subject Health Promotion en_US
dc.title School health education and gender: an interactive effect en_US
dc.type Article en_US
dc.local.publishedsource http://dx.doi.org/10.1093/her/15.5.591 en_US
dc.description.peer-reviewed peer-reviewed en_US
dc.contributor.funder Department of Health and Children en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record