An Assessment of Sexually Transmitted Disease Knowledge Among Seventh Grade Students

An Assessment of Sexually Transmitted Disease Knowledge Among Seventh Grade Students by Racquel D. Weaver MA, Antioch University 2002 BA, University of North Carolina, Chapel Hill 1993 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Health Walden University May 2015 Abstract Sexually transmitted diseases (STDs) continue to remain a public health concern in the United States, especially among young people. Levels of knowledge with regard to STDs have been investigated in prior research; however, these investigations have been limited primarily to older adolescents and young adults. Grounded in the social cognitive and subjective culture theories, this quantitative, cross-sectional study assessed STD knowledge (other than HIV/AIDS) among 7th grade students attending a public middle school in the United States. Demographic differences (age, gender, and ethnicity) in STD knowledge were examined to determine if these demographic variables predict STD knowledge scores and if the Sexually Transmitted Disease Knowledge Questionnaire (STD-KQ) is a valid and reliable instrument among this study population. Chi-square analysis demonstrated that STD knowledge scores significantly differed by age only: Twelve-year-olds had higher STD scores than did 13-year-olds, contrary to research in older adolescents, which may be the result of confounding factors that warrant further investigation. Multiple regression analysis showed that age, gender, and ethnicity were not associated with STD knowledge scores. The STD-KQ was found to have face validity as well as high consistency and reliability among all questions related to STDs other than HIV/AIDS using Crohnbach’s alpha. Content validity for individual STD-KQ items was shown using Lawshe’s content validity ratio and subject matter experts. Results of the study support positive social change and highlight the need for earlier STD education, other than HIV/AIDS, with middle school children and the need to examine other factors that may impact STD knowledge within this age group.Sexually transmitted diseases (STDs) continue to remain a public health concern in the United States, especially among young people. Levels of knowledge with regard to STDs have been investigated in prior research; however, these investigations have been limited primarily to older adolescents and young adults. Grounded in the social cognitive and subjective culture theories, this quantitative, cross-sectional study assessed STD knowledge (other than HIV/AIDS) among 7th grade students attending a public middle school in the United States. Demographic differences (age, gender, and ethnicity) in STD knowledge were examined to determine if these demographic variables predict STD knowledge scores and if the Sexually Transmitted Disease Knowledge Questionnaire (STD-KQ) is a valid and reliable instrument among this study population. Chi-square analysis demonstrated that STD knowledge scores significantly differed by age only: Twelve-year-olds had higher STD scores than did 13-year-olds, contrary to research in older adolescents, which may be the result of confounding factors that warrant further investigation. Multiple regression analysis showed that age, gender, and ethnicity were not associated with STD knowledge scores. The STD-KQ was found to have face validity as well as high consistency and reliability among all questions related to STDs other than HIV/AIDS using Crohnbach’s alpha. Content validity for individual STD-KQ items was shown using Lawshe’s content validity ratio and subject matter experts. Results of the study support positive social change and highlight the need for earlier STD education, other than HIV/AIDS, with middle school children and the need to examine other factors that may impact STD knowledge within this age group. An Assessment of Sexually Transmitted Disease Knowledge Among Seventh Grade Students by Racquel D. Weaver MA, Antioch University 2002 BA, University of North Carolina, Chapel Hill 1993 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Health Walden University May 2015 Dedication This dissertation is dedicated to my beautiful daughter, Maddison Boxley. I hope this dissertation inspires her to become a great woman of color who believes she can be whatever she chooses to be in life. She was very young when I started the Ph.D. process and often times did not understand why mommy didn’t have time to play. Acknowledgments I would like to acknowledge the following individuals who contributed to the completion of this dissertation: I would like to thank Dr. Aimee Ferraro, my committee chair, for all of your support, feedback, and direction in this very long process. It is through your commitment that I successfully completed this! I would also like to that Dr. Shelley Francis, my committee member, who during the dissertation process always provided comments that let me know I was on the right track. Your positive words meant a lot to me. Dr. David Segal, my URR, thank you for making me think outside of the box and opening dialogues of alternative points of view. Lastly, I would like to thank my family and friends for their support during this long process. I apologize for the anxiety and stress you had to relieve on my behalf.