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The purpose of the current study was to develop and evaluate he efficacy of a school-based child sexual abuse prevention program for Taiwanese children. Forty-six Taiwanese children age 6 to 13 were divided into one of two groups based on their school grade and then randomly assigned to a skills-based child sexual abuse prevention program who received training immediately or a waiting-list control condition who received the training after a delay. Children's self-protection skills improved regardless of age after participation in the program. The program, however, did not successfully improve children's knowledge of sexuality and safety. Although failure studies should modify the program content to better target knowledge of sexuality and safety, these results arepromising or a pilot of this skills-based CSA prevention program in Taiwan. [ABSTRACT FROM AUTHOR]

Abstract: In this study, the hierarchical model of achievement motivation [Elliot, A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 10, pp. 143–179). Greenwich, CT: JAI Press] is used to investigate the motivational mechanism behind the relationship between fear of failure and self-handicapping adoption. A cross-sectional design was employed. The participants were 691 college students enrolled in physical education in Taiwan. Students completed the Performance Failure Appraisal Inventory (PEAI-S; Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional measurement of fear of failure: The performance failure appraisal inventory. Journal of Applied Sport Psychology, 14, 76–90), the Chinese 2×2 Achievement Goal Questionnaire for Physical Education (CAGQ-PE; Chen, L. H. (2007). Construct validity of Chinese 2×2 achievement goal questionnaire in physical education: Evidence from collectivistic culture. Paper presented at the 5th conference of the Asian South Pacific Association of Sport Psychology. Bangkok, Thailand) and the Self-Handicapping Scale (SHS; Wu, C. H., Wang, C. H., & Lin, Y. C. (2004). The exploratory and confirmatory factor analysis of self-handicap scale for sport. Journal of Higher Education in Physical Education, 6(1), 139–148). Structural equation modeling was conducted. Generally, the results showed that mastery-avoidance and performance-avoidance goals partially mediated the relationship between fear of failure and self-handicapping. The results are discussed in terms of the hierarchical model of achievement motivation, and its implications for physical education are also highlighted. [Copyright &y& Elsevier]