Effects of an Adolescent Asthma Education Intervention on Knowledge, Intention, Behavior, Self-Efficacy and Self-Consciousness

Abstract

In this study, we evaluated the effects of an asthma education intervention, guided by social cognitive theory, on knowledge, intention, behavior, self-efficacy, and self-consciousness. The sample consisted of 87 asthmatic adolescents in six middle and/or high schools in California. A non-equivalent comparison group design, with delayed intervention in the comparison group, was utilized. We implemented a modified version of the American Lung Association’s Kickin Asthma curriculum. Self-report questionnaires assessing the key study variables were administered at baseline, at immediate postintervention, and five weeks after the intervention. There were no statistically significant differences at post-test, controlling for pre-test values, for any of the study variables between the intervention (n = 51) and comparison groups (n = 35). After collapsing across groups, however, there were statistically significant improvements following the intervention for knowledge, intention, selected behavior variables, and self-efficacy. The evaluation of this theory-based asthma education intervention demonstrates the positive impact this curriculum can have on a sample of asthmatic adolescents.