Combating HIV/AIDS in Sub‐Saharan Africa: Effect of Introducing a Mastery Motivational Climate in a Community‐Based Programme

Abstract

The study investigated whether mastery motivational strategies could enhance the effectiveness of life skills interventions for HIV education through sport. A quasi field experimental study was conducted in Tanzania with at‐risk children (n= 564) randomly grouped into two intervention groups and one control group. The intervention groups received AIDS education using trained peer coaches in football, with one group using mastery strategies. Children in the intervention groups all reported significantly greater HIV knowledge, and positive attitudes and safe‐sex behavioural intentions. The mastery motivational strategies reliably enhanced risk reduction for some of the variables. Canonical correlation analysis revealed meaningful relationships of mastery strategies with the variables. The life skills intervention through sport for HIV risk reduction was effective, and mastery motivational strategies enhanced that effectiveness.

Gender Differences on Cognitive and Affective Responses Within Tanzanian Physical Education Context Achievement Goal Approach

“…Previous study in Tanzanian PE contexthas indicated that the goals orientation of the PE students influences the outcomes of participation in PE programs [13]. Thus, the present research extend further the use of the goal theory byexaminingthe gender differences in the cognitive and affective outcomes (purpose of PE, satisfaction and enjoyment)of participation in PE programs in secondary schools in Tanzania using the achievement goal approach(see [30,31,37].…”

“…However, understanding of these psychological outcome variables of participation requires a theoretical perspective that is culturally sensitive. For over six decades researchers have used theories of motivation in particular expectancy value, [28], self efficacy [29], and goal orientation [30,31] to understand and explain differences in motivation of individuals in PE and sport context.…”

Initial stage of cross-cultural adaptation to Portuguese of Brazil of the HIV Knowledge Questionnaire (HIV-K-Q)

“…Além dos artigos realizados nos Estados Unidos, [18][19][20][21][22][23][24] o HIV-K-Q foi adaptado e utilizado para avaliar o conhecimento em estudos realizados em Portugal 25 , na Argentina, 26 na Indonésia, 27 na Malásia, 28 na Índia, 29 na Nigéria, 30 na Bélgica, 31 na Coreia do Sul, 32 na Ucrânia 33 e na Tanzânia. 34 A análise do conhecimento sobre o HIV em diferentes países, com diferentes culturas e comportamentos, pode permitir futuramente um melhor controle desta doença.…”

“…Estudantes com elevada educação formal podem apresentar elevados escores. Tendo em consideração os argumentos expostos acima e a diversidade de países diferentes que utilizam o HIV-K-Q, [25][26][27][28][29][30][31][32][33][34] os autores do presente estudo escolheram a versão longa desse instrumento para ser adaptada para a cultura brasileira.…”

Perceptions of the motivational climate, basic psychological needs, and life skills development in Chinese physical education students

“…A mastery-oriented climate is one in which the standards of success and failure are measured in relation to oneself and the process of improvement is valued over the achievement of specified results. In contrast, a performance-oriented climate is one in which the standards of success and failure lie with others and a sense of competence is gained through comparison with others ( Ames, 1992 ; Maro and Roberts, 2012 ). The motivational climate is included in Achievement Goal Theory (AGT; Ames, 1992 ), which has dominated research on achievement motivation in sports and physical activity over the past 30 years ( Harwood et al, 2015 ).…”