Multi-Dimensional Investigation of Factors Affecting Peer Educator Self-Assurance in Teaching Adolescent Sexual and Reproductive Health

Abstract

Purpose: to examine the factors affecting the self-confidence of peer educators. Design/Methodology/Approach: a correlational descriptive study utilizing the SEM method, conducted with 216 health students. Findings: The self-confidence of peer educators is significantly influenced by the following factors: impact from situations, impact from other people, self-awareness, perceived advantages of action, perceived obstacles to action, perceived self-efficacy, emotion connected to the activity, and dedication to a planned course of action. Among these factors, Commitment to Plan Action is the most influential in shaping peer educators' self-confidence. Research limitation/implications: Higher commitment to planning actions, when paired with self-awareness, leads to a significant boost in peer educators' assurance in teaching teenagers about sexual and reproductive health. Practical Implication: This study focuses on enhancing self-awareness while strengthening self-efficacy and commitment to planning actions. Social Implications: The results provide an understanding of the elements that might increase peer educators' self-assurance while instructing adolescents on sexual and reproductive healthcare. Originality/Value: To improve peer educators' self-confidence, the study suggests a framework for raising self-awareness and creating a dedicated action plan.