Peer health education (PHE) is a widely implemented prevention approach among college populations. While social cognitive theory (SCT; Bandura, 2004) has been assumed to account for the underlying mechanisms of PHE, no studies have tested the utility of an SCT-based training program in improving health-related outcomes among peer educators. The present study developed, implemented, and tested the effectiveness of a 15-week, SCT-based wellness coaching training program in enhancing health self-efficacy (HSE) and outcome expectations (HOE) among undergraduate peer educators. The quasi-experimental design included an SCT training group (n = 39), alternative training group (n = 46), and no-treatment control group (n = 46) and gathered data from participants at pretest, posttest, and 6-week follow-up. Results of a split-plot multivariate analysis of variance revealed a significant interaction effect for group and time when considering HSE and HOE together. Follow-up analyses indicated that the interaction was significant for HOE, but not for HSE. The SCT group reported significantly lower HOE than the control group at pretest but showed no differences in HOE scores compared to the other two groups at posttest or follow-up. Findings also revealed significant improvements in the SCT group's HSE scores over time. The findings provide initial empirical support for the effectiveness of SCT-based training programs in promoting positive health-related beliefs and attitudes among peer educators. Further, this study demonstrates that the process of training peer educators may be utilized as a health promotion strategy in and of itself. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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测试基于 SCT 的培训计划在提高大学同伴教育者的健康自我效能和结果期望方面的有效性。

同伴健康教育 (PHE) 是在大学人群中广泛实施的预防方法。虽然社会认知理论 (SCT; Bandura, 2004) 已被假设解释了 PHE 的潜在机制，但没有研究测试过基于 SCT 的培训计划在改善同伴教育者的健康相关结果方面的效用。本研究开发、实施和测试了为期 15 周、基于 SCT 的健康指导培训计划在提高本科同伴教育者的健康自我效能 (HSE) 和结果期望 (HOE) 方面的有效性。准实验设计包括 SCT 训练组 (n = 39)、替代训练组 (n = 46) 和无治疗对照组 (n = 46)，并在前测、后测和 6 周时收集参与者的数据跟进。当同时考虑 HSE 和 HOE 时，裂区多元方差分析的结果揭示了组和时间的显着交互作用。后续分析表明，交互作用对 HOE 显着，但对 HSE 不显着。SCT 组在前测时报告的 HOE 显着低于对照组，但在后测或随访时与其他两组相比，HOE 分数没有差异。调查结果还显示，随着时间的推移，SCT 组的 HSE 分数有显着提高。这些发现为基于 SCT 的培训计划在促进同伴教育者中积极的健康相关信念和态度方面的有效性提供了初步的经验支持。此外，这项研究表明，培训同伴教育者的过程本身可以用作健康促进策略。