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간호대학
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Journal papers
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The effects of STI education on Korean adolescents using smartphone applications
Title
The effects of STI education on Korean adolescents using smartphone applications
Authors
Jeong S.
;
Cha C.
;
Lee J.
Ewha Authors
차지영
SCOPUS Author ID
차지영
Issue Date
2017
Journal Title
Health Education Journal
ISSN
0017-8969
Citation
Health Education Journal vol. 76, no. 7, pp. 775 - 786
Keywords
Adolescents
;
protection-motivation theory
;
Republic of Korea
;
self-study
;
sexually transmitted infection
;
smartphone application
Publisher
SAGE Publications Ltd
Indexed
SSCI; SCOPUS
Document Type
Article
Abstract
Objective: This study aimed to compare the effectiveness of adolescents' use of smartphone applications and educational booklets in an educational programme about sexually transmitted infections (STIs). Design: Non-equivalent control-group time-series design. Setting: The study was conducted in two public high schools located in two urban areas of South Korea. Methods: The following measures were developed using Roger's protection-motivation theory as the study's conceptual framework: STI knowledge, STI vulnerability, STI prevention self-efficacy and STI prevention intentions. Data from 88 senior students were analysed: 47 students in the smartphone application group (experimental) and 41 in the educational booklet group (control). The procedures consisted of a face-to-face lecture plus self-study and a period of self-study only. Participants were tested at three time points: pre-test, post-test 1 (immediately after the programme's completion) and post-test 2 (5 weeks after the programme's completion). Results: Significant group differences were found at different times in STI knowledge, vulnerability, prevention self-efficacy and prevention intentions. Smartphone applications were more effective in sustaining the effects of the educational programme than the educational booklets. Conclusion: Researchers and educators should examine the role of relevant learning materials in the promotion of adolescents' development of self-study skills and their knowledge acquisition. © The Author(s) 2017.
DOI
10.1177/0017896917714288
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