Evaluating theory-based evaluation: Information, norms, and adherence

Jacobs, W. Jake; Sisco, Melissa M.; Hill, Dawn; Malter, Frederic; Figueredo, Aurelio José

doi:10.1016/j.evalprogplan.2011.12.002

Cited by 19 publications

(20 citation statements)

References 108 publications

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“…As such, programs that focus primarily on providing new knowledge should not be expected to necessarily influence behavioral outcomes, even though they may measure them (Ham 2013;Jacobson, McDuff, and Monroe 2006;Stern and Powell, forthcoming). A similar theme holds for the tenuous relationship between attitudes and behaviors, especially in the environmental domain (Heimlich and Ardoin 2008;Jacobs et al 2012). As noted by others (Heimlich 2010;Monroe 2010), researchers could potentially play a stronger role in articulating theories relevant to program design, not only to ensure appropriate measures, but perhaps more importantly to enhance program design and reformulation (e.g.…”

Section: Insights On Ee Evaluationmentioning

confidence: 99%

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Stern

Powell

Hill

2013

Environmental Education Research

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283

177

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We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education's Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming.

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Section: Insights On Ee Evaluationmentioning

confidence: 99%

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Stern

Powell

Hill

2013

Environmental Education Research

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283

177

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“…Contemporary research in risk communication has found that the relationship between knowledge of preparedness strategies and preparedness actions is not necessarily very strong. Education programmes might contribute to a change in awareness and attitudes towards risk, but this does not necessarily mean that people’s behaviour actually changes (Jacobs, Sisco, Hill, Malter, & Figueredo, 2012; Johnson, Ronan, Johnston, & Peace, 2014). Furthermore, the effects evaluated are only short-term effects, and little is known about the long-term effects of disaster education (Ronan, Alisic, Towers, Johnson, & Johnston, 2015).…”

Section: Disaster Risk Communication: Interventions To Foster Actionsmentioning

confidence: 99%

Communicating with children and adolescents about the risk of natural disasters

Midtbust

Dyregrov

Djup

2018

European Journal of Psychotraumatology

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A vast number of people annually are affected by natural disasters. Children are at risk of losing their lives and suffer mentally or physically after such events. The fostering of resilience and preparedness ahead of disasters can reduce untoward effects of disastrous events. Risk communication and disaster education are considered important aspects of disaster preparedness, but little is known about whether such strategies influence children’s behaviour when natural disasters occur or how they cope in the aftermath. This paper presents and discusses various strategies that promote preparedness activities to save lives. To a minor extent, it also includes strategies that can promote coping in the aftermath. Strategies such as informational campaigns, educational activities, psychoeducation and parental guidance are addressed. The literature to date indicates that schools are a suitable arena for risk communication, and that adolescents themselves should be involved and engaged in the communication strategies. However, the relationship between knowledge of preparedness strategies and the resulting preparedness actions is largely unknown. It is unknown whether changes in awareness and attitudes have resulted in actual behaviour change. It is advocated that preparedness activities and parental involvement should supplement information-based strategies.

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“…Previous research examined verbal sexually coercive techniques under general labels such as "verbal coercion," "lying and manipulation," "talking someone into sex" (Fischer, 1996;Struckman-Johnson et al, 2003;Zurbriggen, 2000). This oversimplification of verbal sexual coercion might have caused inconsistency in prior findings and might also have led to ineffective intervention campaigns that fail to reduce inappropriate sexual behaviors (Jacobs, Sisco, Hill, Malter & Figueredo, 2012;Breitenbecher & Scarce, 2001). By understanding the different behaviors that comprise verbal sexual coercion and the different characteristics related to those behaviors, we can develop appropriate interventions for people who perpetrate different types of SBVs.…”

Section: Discussionmentioning

confidence: 99%

“…By increasing awareness about the phenomenon, policymakers and those working in community settings may be able to reduce such actions, through the promotion of healthy sexual relationships and bystander support, among other measures. It is important to convey the message that SBVs apply to almost every student, as the literature indicates that prior educational campaigns may have failed due to many individuals' belief that information presented in the campaign is not applicable or relevant to themselves (Jacobs et al, 2012;Breitenbecher & Scarce, 2001). This study was based on self-report instruments.…”

Section: Discussionmentioning

confidence: 99%

Verbal Sexual Coercion among a US College Sample: Patterns of Sexual Boundary Violations and Predictive Factors

2016

Journal of European Psychology Students

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The present study examined verbal sexual coercion. The behaviors which fall under the general label verbal sexual coercion are examined in more depth and categorized in seven behaviors named sexual boundary violations (SBVs). We aimed to explore patterns of SBVs and hypothesized that impulsivity and psychopathy predict SBVs. We analyzed secondary data gathered from a 2009 online survey of sexual behaviors. The participants were 430 sophomores (296 females and 134 males) from an urban south-western university in the US. We ran three stages of analysis: factor analyses to detect patterns of SBVs; hierarchical regression models to determine the predictive value of the hypothesized traits; and t-tests to explore sex differences. The results showed that men used SBVs more often than women. Two factors emerged, labelled "Disguised" and "Undisguised" SBVs. Male sex, sensitivity to temptation, and poorer executive functioning predicted undisguised SBVs. We discuss how these findings can inform future interventions.

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Evaluating theory-based evaluation: Information, norms, and adherence

Cited by 19 publications

References 108 publications

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Communicating with children and adolescents about the risk of natural disasters

Verbal Sexual Coercion among a US College Sample: Patterns of Sexual Boundary Violations and Predictive Factors

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