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ERIC Number: EJ792814
Record Type: Journal
Publication Date: 2005
Pages: 6
Abstractor: Author
Reference Count: 26
ISSN: ISSN-1055-6699
Effects of a Classroom-Based Asthma Education Curriculum on Asthma Knowledge, Attitudes, Self-Efficacy, Quality of Life, and Self-Management Behaviors among Adolescents
Shaw, Sally Fontamillas; Marshak, Helen Hopp; Dyjack, David T.; Neish, Christine M.
American Journal of Health Education, v36 n3 p140-145 May-Jun 2005
Asthma education interventions primarily target young children and adults, and a few target adolescents. Several constructs of the social cognitive theory were used to design a classroom-based high school asthma education curriculum and to determine if the curriculum would improve asthma knowledge and attitudes among 10th grade students, as well as improve the quality of life, self-efficacy, and self-management behaviors among asthmatic students. Using a nonequivalent control group design with delayed intervention (three-week delay) in one group, we surveyed a sample of 122 10th grade health academy students. Twenty-four students (20%) reported having doctor-diagnosed asthma. Statistical data analysis determined that asthma knowledge mean scores and self-efficacy mean scores significantly improved for students who received the curriculum. Most students held favorable attitudes towards asthmatics before the intervention, with a slight decrease in positive attitudes after the intervention. There were also slight, insignificant improvements in quality of life among asthmatic students. This study demonstrated that the asthma curriculum improved knowledge among asthmatic and non-asthmatic students and self-efficacy among the asthmatic students. Asthma education, based on a theoretical framework, can be effectively incorporated into a traditional high school curriculum. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A