Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/30267
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dc.contributor.authorAgtarap, T-
dc.contributor.authorAdair, LE-
dc.contributor.authorScmitt, D-
dc.date.accessioned2024-11-28T09:15:10Z-
dc.date.available2024-11-28T09:15:10Z-
dc.date.issued2024-11-27-
dc.identifierORCiD: Tristin Agtarap http://orcid.org/0000-0003-0882-6862-
dc.identifierORCiD: Lora E. Adair https://orcid.org/0000-0002-8965-3221-
dc.identifierORCiD: David Schmitt https://orcid.org/0000-0001-7089-0983-
dc.identifier.citationAgtarap, T.,.Adair, L.E. and Scmitt, D. (2024) 'Mindset and Sexual Health: Does Mindset Impact Receptiveness to Sexuality Education Curricula?', Sexuality Research and Social Policy, 0 (ahead of print), pp. 1 - 20. doi: 10.1007/s13178-024-01061-9.en_US
dc.identifier.issn1868-9884-
dc.identifier.urihttps://bura.brunel.ac.uk/handle/2438/30267-
dc.descriptionData Availability: Data is available via https://github.com/tagtarap/MindsetXSexualHealth . The HEART program belongs to Dr. Widman and colleagues with the Teen Health Lab at North Carolina State University; all inquiries to use said program must be directed to Dr. Laura Widman at lmwidman@ncsu.edu.en_US
dc.descriptionCode Availability: Open script and code are available via https://github.com/tagtarap/MindsetXSexualHealth .-
dc.description.abstractIntroduction: Sexual health programs have been found to facilitate improved physical and social well-being, yet the role that individual differences play in shaping program outcomes is under-explored. This study addresses how mindset variation in adherence to social norms influences experiences in a sexual health program. Methods: Between June 2022 and January 2023, participants (UK residents; N = 125, age 22.09 (SD = 2.10)) engaged in a pretest–posttest design with a gamified sexual health training program. Variables (i.e., mindset, STI-related stigma/shame, sexual self-efficacy, comfort, sex guilt) were measured at three time points (Time 1 (T1): 1-week pre-training (N = 125); Time 2 (T2): immediate post-training (N = 98); and Time 3 (T3): 1-week post-training (N = 87)). Multilevel modeling was used, predicting that changes after engagement with the program will be more true for “looser” rather than “tighter” mindsets. Results: Participation in the program appeared to reduce STI-related shame significantly (T2: b =  − 0.31; T3: b =  − 0.39) and increased sexual self-efficacy (T2: b = 0.24; T3: b = 0.16) and comfort (T2: b = 0.18; T3: b = 0.14). Modest reductions in STI-related stigma occurred (T2: b =  − 0.06; T3: b =  − 0.06), but not in sex-related guilt (T2: b =  − 0.02; T3: b < 0.01). Main effects revealed that looser mindsets were associated with greater comfort (b =  − 0.26), while tighter mindsets showed marginal associations with higher sexual self-efficacy (b = 0.24) and sex guilt (b = 0.15). Interaction effects revealed that mindset differences influenced the variable of comfort, with tighter mindsets showing larger increases post-training (T2: b = 0.22; T3: b = 0.20). Conclusions: (1) online sexuality education programming was effective at producing changes in some, but not all, measured sexual health outcomes, and (2) mindset is relevant to sexual health. Policy Implications: This work suggests that the tightness-looseness framework can guide person-centered approaches, enhancing effectiveness and responsiveness in sexual health training curricula.en_US
dc.description.sponsorshipThis research was funded via the corresponding author’s research funds allocated by their institution. No grants or other support were received during the preparation of this manuscript.en_US
dc.format.extent1 - 20-
dc.format.mediumPrint-Electronic-
dc.language.isoen_USen_US
dc.publisherSpringer Natureen_US
dc.relation.urihttps://github.com/tagtarap/MindsetXSexualHealth-
dc.relation.urihttps://github.com/tagtarap/MindsetXSexualHealth-
dc.rightsCopyright © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024. This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/s13178-024-01061-9 (see: https://www.springernature.com/gp/open-research/policies/journal-policies).-
dc.rights.urihttps://www.springernature.com/gp/open-research/policies/journal-policies-
dc.subjectgamified sexual health programen_US
dc.subjectsexual health outcomesen_US
dc.subjectmindseten_US
dc.subjectsex educationen_US
dc.subjectindividual differencesen_US
dc.titleMindset and Sexual Health: Does Mindset Impact Receptiveness to Sexuality Education Curricula?en_US
dc.typeArticleen_US
dc.date.dateAccepted2024-11-07-
dc.identifier.doihttps://doi.org/10.1007/s13178-024-01061-9-
dc.relation.isPartOfSexuality Research and Social Policy-
pubs.issue00-
pubs.publication-statusPublished online-
pubs.volume0-
dc.identifier.eissn1553-6610-
dc.rights.holderThe Author(s)-
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