Understanding volunteer peer health educators' motivations: applying social learning theory.
We conducted focus group interviews with students who were current peer health educators at a mid-sized university to determine what factors motivate individuals to volunteer for a peer health education program. Specifically, we asked the participants questions designed to explore their life experiences, their expectations of the peer education program, and their motivations. Constructs from social learning theory were used to categorize and contribute to our understanding of the responses. Many participants specified experiences with family members or friends, such as alcoholism or other illnesses, that had influenced their decisions. Participants' expectation of the program varied greatly and did not indicate a strong link to the decision to volunteer. The peer health educators' motivations for volunteering were altruistic, such as wanting to help others; egotistic, such as wanting job training; or related to self-efficacy beliefs, such as satisfying a personal need for health education. This study indicated that life experiences, a belief in the effectiveness of peer health education programs, and positive reinforcement to join influence the decision to volunteer. Implications for coordinating peer education programs are discussed.
Klein
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NA
Department of Kinesiology and Health Education, University of Texas, Austin.
Sondag
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KA
Drolet
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JC
D000293:Adolescent; D000328:Adult; D005260:Female; D006266:Health Education; D006801:Humans; D008297:Male; D009042:Motivation; D010379:Peer Group; D010560:Personnel Selection; D011582:Psychological Theory; D013333:Student Health Services; D014838:Volunteers / Q000523:psychology*