Multi-Text Teaching in Sex Education Classes: Modeling the Learning Affective Factors
Sex education has long been taught in elementary schools in Taiwan. However, little studies have explored the relationship between sexual embarrassment, intrusive thoughts and shyness when students take classes related to sexual behavior. To address this gap, an experimental study of multi-text teaching in sex education was conducted during class, in which students read about and discussed sex-related topics for 40 minutes. According to the trait-activation theory, a questionnaire in regards to emotion constructs was designed and distributed to students before and after classes. The participants were elementary school students from the northern cities of Taiwan. In this study, 99 valid data were collected and was subjected to confirmatory factor analysis with structural equation modelling. The results indicated that sexual embarrassment before class was positively related to sexual intrusive thoughts during class, but negatively related to exploring sex education learning during class; sexual intrusive thoughts during class was positively related to shame after class and negatively related to learning interest; finally, exploring sexual behavior during class was negatively related to shame after class. The recommendations for sex education courses are as follows: (1) provide healthy sexual concepts to reduce students’ sexual embarrassment feeling before the class starts, in order to enhance their interest during class; and (2) remind students to join discussion to avoid having sexual intrusive thoughts during class.
|關鍵詞||多文本教學、性尷尬感、探究行為、羞答答感、想入非非、multi-text teaching、sexual embarrassment、exploring behavior、shyness、intrusive thought|