One example is the ability to refuse unwanted sexual advances. Findings showed that students in mastery classes reported they were better able to refuse sex 4 to 6 weeks later and even one year later than they were before the class began.
However, those in the extrinsic-focused classes "actually felt less effective at refusing sex after they took the class than they did before," Anderman said.
Similar results were found when students were asked whether they thought they would wait to have sex.
Four to six weeks after the class, students whose teachers emphasized mastery were more likely to report that they wanted to wait to have sex, although there was no significant effect at a year later. That was not true for those who had extrinsic-focused classes, who were actually less likely to want to wait for sex after taking the class.
"That's a really scary finding. The class was not having the intended effect when teachers emphasized the tests," Anderman said.
Students in the mastery classes reported they felt better able to tell partners they would not have sex without using a condom at both time points after the class. Those in the extrinsic-oriented classes did not at the first follow-up.
Similar results favoring students in mastery-oriented classes occurred when students were asked about communication with parents about sex-related topics, knowledge about sex-related health issues, actual intentions to have sex, and belief about the importance of these health issues and whether they had the ability to learn more.
The results are clear, Anderman said.
"Focusing on knowledge about health does not equate to healthy behavior," he said. "It's more important for the students to improve their health than it is to get a 90 per
|Contact: Eric Anderman|
Ohio State University