• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.439-446
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• 2024

The purpose of this study was to investigate relationship among sexual knowledge, sexual attitudes, and reproductive health promoting behaviors of nursing college students. The research tools utilized were sexual knowledge measurement tool by Jeon(2004), sexual attitudes measurement tool by Ho(2009), and reproductive health promoting behaviors measurement tool by Jo(2014). A total of 300 nursing college students were surveyed, and 229 responses were analyzed. Data analysis was performed using descriptive statistics, t-test, ANOVA, Scheffe's post hoc test and pearson's correlation coefficients with IBM SPSS Statistics 21.0. Female students exhibited higher sexual knowledge, and it was evident that reproductive health promoting behavior education is appropriate during lower academic years. Additionally, the indication that higher sexual knowledge corresponds to higher reproductive health promoting behaviors suggests the ongoing necessity for sexual education to enhance reproductive health promoting behaviors. Therefore, this study could serve as foundational data for developing educational materials on reproductive health promoting behaviors for counseling and education aimed at improving nursing college students' reproductive health.

• Research in Community and Public Health Nursing
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• v.9 no.2
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• pp.467-481
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• 1998

The purpose of this survey, in which 2754 students from 35 middle schools from Taegu city participated, was to identify the degree and the relationship of sexual knowledge, sexual attitude and need for sex education. This information will provide useful data, and promote a more systematic, desirable and practical sex education. The data was collected from September 1 to November 8, 1997. Data was analyzed using the statistical computer package, SPSS to manipulate the data along with percentage, mean, $X^2$-test. t-test, F-test and Pearson correlation coefficient. The results from this study were summarized as follows: 1. The mean score of sex related knowledge showed significant differences between boys and girls in general knowledge(boys: 10.85 girls: 11.71, p=0.000), in the area of physical development(boys : 5.29 girls: 5.72, p=0.000), pregnancy & physiology (boys: 3.23 girls: 3.57, p=0.000) and venereal disease (boys: 2.33 girls: 2.42, p=0.000). 2. The mean score of sex related attitudes showed a significant differences between boys and girls on the whole(boys : 57.68 girls: 58.92, p=0.000), in the area of psychological differences of the other sex (boy: 26.13, girls: 28.08, p=0.000), and sexual delinquency and its prevention(boy: 14.28, girls: 13.68, p=0.000). However, in the area of other sex friendships (boy: 17.28, girls: 17.16, p=0.274). There were no significant differences between boys and girls. 3. Those who had a higher sex related knowledge score showed more positive attitudes towards sex, but was of no statistical significance(r= 0.312, p=0.000). 4. The majority of subjects wanted to learn about friendship with the other sex(40.1%), about physical and psychological differences in adolescence(24.0%), about prevention of sexual violence(15.0%), about pregnancy and delivery (7.5%), about venereal disease and medical cures(7.3%), about contraception methods (4.3%), as well as other aspects of sexual knowledge (1.8%), 5. The mean score of sex related knowledge generally was higher when one paid a lot of attention to health (F= 3. 148, p=0.014), when one's father was alive(t=3.930, p=0.000), and when one's mother was alive(t=2.807, p=0.005), Hobby activities also showed a significant difference(F=9.092, p=0.000). The mean score of sex related knowledge generally according higher when one had sex education(F=9.470, p=0.000), when one obtained sexual knowledges from a teacher (F = 5. 742, p=0.000), and when one had middle grade problems with sex(F=13.58 4, p=0.000). 6. The mean score of sex related attitudes generally showed significant differences when re ligion(F=2.691, p=0.03), hobbies (F= 3.499, p= 0.002) were considered. Those who had a father also had higher scores(t=2.538, p= 0.011). The mean score of sex related attitudes generally with respect to a subject's sex was higher when one had sex education(t=5.338, p= 0.000), when one had high grade problems with sex(F=6.023, p=0.002), and when one had the experience of friendship with the other sex(t= 8.106, p=0.000), The following suggestions are based on the above results, 1. Systematic sex education must be performed in middle schools in order to establish responsible attitudes toward sex, 2. Sexual knowledge, attitude, and general sex education classes must be performed seperately for early, middle, and late adolescents, In other words sex education programs are needed for each adolescent development stage.

• Korean Journal of Culture and Social Issue
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• v.13 no.1
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• pp.43-61
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• 2007

Most previous research on safer sex and condom use has been mainly focused on individual's dispositional factors such as attitudes, perceived control, intention, and etc. However, a few researchers recently started to propose that condom use is not a matter of individual behavioral decision but a product of serious interactive negotiation processes and condom negotiation would be the proximal key-determinant of condom use behaviors. The present research categorized condom-negotiation strategies and preferences of Korean college students and examined relationship between the strategies and other sex-related concepts. 186 participants' strategies on a free-response questions of condom negotiation revealed 7 types of persuasion strategies for condom use; Pregnancy risk, responsibility, care for partner, withholding sex, sexual disease, direct request, and sexual satisfaction (in order of preference). 6 types of persuasion strategies for condom avoid were abstracted: Pregnancy free, Sexual satisfaction, responsibility, direct request, unfaith toward condom, and withholding sex (in order of preference). The effects of gender, sexual experience, and culture were found and discussed in their implications for sexual education,

• The Journal of Korean Society for School & Community Health Education
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• v.5
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• pp.85-105
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• 2004

The purpose of this study is to provide basic data for practical and concrete program development, which can give students satisfaction in sex education. To achieve this purpose, an actual status of sex education for high school student and their sexual experience were investigated. And then tried to find out if there is difference of satisfaction in sex education and contents that they want to learn based on having sexual experience or not. For this study, a questionnaire of sexual awareness was conducted on 562 students among first graders and second graders of high school located in Kongju city, from on October 4th, 2004 to on October 15th. But only 550 answer sheets among 562 were analyzed, for 12 answer sheets were not proper enough to apply to this study. The collected data was computerized using SPSS WIN in frequency and percentage for actual condition of sex education and sexual experience and for satisfaction at the result of sex education based on having sexual experience or not. And then the $x^2$-test was verify the difference. The requirement for sex education, based on having sexual experience or not, was analyzed using t-test by computerizing the average and standard deviation. The conclusion of this study are as followings; 1. 93.8% students have ever been taught for sex education by teachers, but nursing teacher among them was the higher percentage than any other teachers. They took courses for sex education in discretion class, and the teaching method was a kind of lecture. 2. After taking sex education, 37.6% students said that it was boring, for they had already known the contents of the courses, and 43.8% students said that they acquired sex knowledge through the Internet and mass media. 3. It was highest percentage that 36.9% students had no agony about sex. The most serious worry was a sexual impulse and the sexual psychology of the opposite sex. To solve these worries, 61.6% students said that they consulted with their friends. 4. It showed that 89.9% male students and 71.6% female students had experiences various lascivious materials, 81.4% male students, 7.2 female students experienced masturbation, 52.7% female student and 44.8% male students experienced kissing or hugging, and 13.7% male students and 9.9% female students experienced sexual intercourse. 5. The satisfaction for sex education based on having sexual experience or not was different. In short, it showed that the students who experienced sexual experiences such as accessing to lascivious materials, kissing, hugging, and sexual intercourse except masturbation thought that sex education was important than the students who didn't experience sexual experiences. On the other hand, the students who didn't experience sexual experiences were more satisfied with the contents and level of sex education than the students who experienced sexual experiences. 6. The requirement for sex education based on having sexual experience or not was also different. The students who experienced sexual experiences wanted to learn an acquaintance with the other sex than the others. On the other hand, the students who didn't experience sexual experience wanted to learn friendship and love. The students who experienced sexual experience except masturbation was more desirable for taking sex education than the other students. In conclusion, it is fully required that sex education should be regular subject in school and teachers who are charge of sex education should be experts in this field, for only expert can teach systematic and adequate sex knowledge to students. In addition, it is also essential to understand contents of sex education which can be satisfactory for students' requirement. So we should develop concrete and practical programs for sex education.

• Research in Community and Public Health Nursing
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• v.10 no.2
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• pp.494-507
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• 1999

This study has developed the sex education contents including new natural family plan, concept and principle by receiving the opinions and advices from professionals and professors on sex education, by amending and supplementing existing teaching materials on sex, and examining the books related with sex education contents that reflect the request of teachers and students, and the lack of sex education teaching materials which have been the reason that needs of school sex education has been highly recognized but not vitalized. The developed sex education contents are 8 areas such as knowing my body right, caring my body, observing the ability of being pregnant, marriage, sexual intercourse, process of pregnancy, miscarriage, and sexual violence, 30 lower areas, and 105 detailed contents in their composition, and here are the results of analyses of the degree of request of nurse teachers and the students on them. The teachers showed highest request in the area of sexual violence(M =4.67), the next was my body care(M=4.44), knowing my body right(M =4.38), process of pregnancy(M=4.13), marriage(M=4.11) and sexual intercoursen (M=3.98), ways of judging the ability of being pregnant(M=3.88), and miscarriage(M=3.72) showed comparative higher request than normal. Not like the teachers, the students showed that they requested Marriage area as the highest need(M=3.04) and next was sexual violence(M=3.02), caring my body(M=3.00) to have been higher than normal. Process of pregnancy(M=2.99), Sexual intercourse(M=2.81), miscarriage(M = 2.77), observation of the ability of being pregnant(M=2.74), and knowing my body right(M=2.70) have been the requests lower than normal. This study showed that sexual violence, marriage, caring my body, were the items most requested by both the leacgers and students and in elementary school the development of sex education teaching materials on natural family plan suitable to the level of development of the children has been requested as it has had no inclusion of the concept of natural family plan, and the students in elementary school are concerned on indirect sexual contents related with physical health like regular exercise rather than direct sexual education contents including sexual intercourse. All these show that they are still so naive on sex. The sense of the teachers on sex has been connected with the level of achievement of sex education of the children as it has been the important cause of deciding the contents of sex education. Therefore the materials developed onesidedly by leaders without reflecting the needs or the preference of the students might be worries of bringing shameful. low quality and negative opinions on sex, and on the other hand the children might lose the concerns and interest on sex education, So the materials should be developed to have the contents of sex education coinciding with the request of the children.

• Journal of the Korean Society of School Health
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• v.3 no.1
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• pp.19-47
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• 1990

The purpose of this study was to investigate the high school teachers' sexual knowledge, attitude and their need of sex education for the students in Seoul. These data were collected by questionnaire in Oct. 1989. The result was compared by the type of teacher (school health nurse and high school teacher), involving in sex education or not, age, marital status and religion. The major findings of this study were as follows: 1. The mean score of sexual knowledge of the school health nurses was higher than the high school teachers. (P<0.05) (the average correct answer rate:the school health nurses=80.85%, the high school teachers=62.65%)Female teachers who were involved in sex education got higher score than the male high school teachers and female teachers who were not. (P<0.05) The married female high school teachers got higher score than never-married. (p<0.05) 2. About the sexual attitudes, the respondents were asked in the Likert's four-point scale with 3 groups of questions that were anatomical and physiological terminology about sex, normal sexual life and immoral sexual life. About anatomical and physiological terminology about sex, they had a little positive feeling. (mean score= 2.62) The school health nurses and the male high school teachers had more positive feeling than the female. (P< 0.05) Also the aged and married male high school teachers had more positive feeling than others. (P<0.05) About normal sexual life, they had a little positive feeling and moderately permissive attitude. (feeling mean score=2.96, attitude mean score=3.23) The school health nurses and the male high school teachers had more positive feeling than the female. (P<0.05) And the male high school teachers had more permissive attitude than the female. (P<0.05) About immoral sexual life, they had strongly negative feeling and conservative attitude. (feeling mean score =3.49, attitude mean score=3.35) The school health nurses the female high school teachers had more negative feeling and conservative attitude than the male. (P<0.05) And the male protestant high school teachers had more conservative attitude than no-religion group. (P<0.05) 3. There was a weak correlation between sexual knowledge and attitude. 4. There was no significant difference about starting of sex education between the school health nurses and the high school teachers. (P>0.05) Generally, they answered that the starting of sex education about physical growth and development could bp given with the students' physical growth and development. But for the sex education about emotional and social development, they answered that the education should be given later than the emotional and social development of students. 62.1% of the school health nurses did sex education and 36.5% of the high school teachers did. The common contents of sex education were intersexual-fellowship(date), venereal disease and marriage. And the education about abnormal sex-behavior. divorce and sexual intercourse was given rarely.

• Journal of the Korean Society of School Health
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• v.3 no.1
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• pp.85-100
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• 1990

This study is an attempt to give basic information for sex maleducation, which is the integration of emotional, moral and social aspects as well as generative and physiological ones. It is concerned with both students and parents' sexual knowledge, attitude and need for sex education. The participants for this study are consisted of 193 parents, and 492 boys and girls high school students in Seoul. The main results of this study are as follows: 1. General Characteristics 66.5 percent of students is the girl and 38.8 percent of students is christian. Regarding parents age, 73.6 percent of them is 40~49 year old and 30.6 percent of them is Buddhist. 50.5 percent of them is graduated from high school, almost of them are keeping on being married(90.9%). 2. Sexual Knowledge: The boys score higher grade(average 8.98) than the girls. (average 7.51) (p<0.001) The Parents appear to record average 11.5, higher than the students' 8.01(p<0.01). However, there is no difference between them depending on their age, educational level or marital condition. 3. Sexual Attitude: The boys have more affirmative and positive feelings on the generative and physiological sides than girls. They also have a positive attitude to usual sides such as marriage, sexual intercourse and pregnancy, compared with girls. The girls have negative and irrecipient attitude to unusual sides like divorce, premarital sex or extramarital sex, while the boys are recipient(p<0.01). The parents' sexual attitude is positive feelings on the generative and physiological sides, and they also have a positive attitude to usual sides but they have a negative attitude to unusual sides. 4. Correlation between sexual knowledge and attitude Both the students and parents have positive correlation between sexual knowledge and attitude to generative and physiological sines and usual sides. The higher scores. of the sexual knowledge are, The more positive attitude they have. But parents only have positive carrelation between sexual knowledge and attitude to unusual sides. The lower scores of the sexual knowledge are, The more negative attitude they have. 5. More than half of the parents educate their high school children in sex: menstruation(75.0%), sexual hygiene (59.1%). intersexual fellowship(69.7%). marriage(62.0%) and chastity(51.9%) 6. Need for sexual education The students and the parents have almost the same opinions on this subject. Regarding pregnancy. delivery, family planning, dilatation and currettage and divorce, however, the students want to learn in high school. while the parents expect sex education later in high school.

• Iberoamérica
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• v.23 no.2
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• pp.55-91
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• 2021

This article dealing with the political participation of Argentine Conservative Protestants tried to examine the effect of such political participation on democratic values and order. To this end, it focused on the subject of religious equality and freedom, and issues of same-sex marriage and sex education. First, the demands of the Protestants, who insisted on the equal treatment of all religions by correcting the religious discrimination policies, a legacy of the colonial era and the military regime, are very natural and self-evident, when we presuppose the value of a democratic society based on political equality and human rights. It can be said that it has contributed to the democratization of society by aiming to solve the old problems of society. But when it comes to same-sex marriage and sex education, things are quite different. Without considering the social situations of the socially disadvantaged or minorities, or the legislative purpose of defending their rights, they insist on only their teachings of scriptures or ethics, even within Protestantism, there is a disagreement on interpretation. These theocratic views and exclusivist attitudes can seriously infringe on the human rights or freedoms of people of different religions, or different choices about marriage or sexuality, among other things. It can be a serious threat to democratic order and values.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.9
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• pp.833-840
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• 2017

This study was attempted to explore in depth the education of cultural diversity in the curriculum and textbooks of middle school according to [1] As a result, the educational goals in the curriculum emphasized[2] the realization of the meaning and value of cultural diversity education reflecting the global citizen education in various time, space background and socio-cultural context. The purpose of the curriculum guidelines is specified, and the following is given: "To properly recognize the diversity of the world culture; To acquire knowledge on cultural diversity; To grasp important functions in the city life, and to have attitudes and qualities required as members of the world, and to develop a pluralistic literacy ability''. In the textbooks, the subjects of the cultural diversity education are mainly based on the curriculum standards, the education area of the 7th grade is the 'human community life', the education area of the 8th grade is the origin and development of the Chinese civilization, Suggesting the scope of the theme 'harmonious coexistence with the world'. In order to analyze cultural diversity education in response to the demands of the times, we analyzed three factors such as diversity, identity, and interrelationship.

• Journal of the Korean Society of School Health
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• v.5 no.1
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• pp.36-63
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• 1992

The purpose of this study was development of school health education curriculum in primary school based on analysis of the textbooks published in 1991. 1) The health education curriculum in primary school consisted of four major components such as health education aspects of the healthful school environments, health education aspects of school health services, health education course, and health instruction in related subjects. However, health instruction taught by physical education, biology, and other health related subjects was not systematic organization for health care. 2) A considerable amount of health knowledge and attitude, and some health practices was learned as the result of experiences in other courses, where there was little or no reference to health. It must be developed health edcation course separated from health related subjects. 3) Direct health insruction was represented by the health education course. The health education courses must be considered to be heart of the school health education curriculum. 4) The health education course developed by this study was consisted of eight health units and problems in the early elementary grade or health classes in the higher years. 5) The health education course developed by this study provided the opportunity for acquring new knowledge, attitude, and practice, for discarding the unhealtful attitude and strengthening the healthful attitude and practices of primary school students.