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Contact Name
Santi Rahmawati, S.T., M.S.M.
Contact Email
researchsynergypress@gmail.com
Phone
+628112111734
Journal Mail Official
pba@researchsynergypress.com
Editorial Address
Jalan Nyaman No. 31 Komplek Sinergi Antapani Bandung 40291 - Indonesia
Location
Kota bandung,
Jawa barat
INDONESIA
People and Behavior Analysis (PBA)
ISSN : 29880424     EISSN : 29869803     DOI : https://doi.org/10.31098/pba
Core Subject : Social,
The domain of People and Behavior Analysis lies in a scholarly expanse inviting contributions from the diverse tapestry of behavioral sciences. This platform serves as a conduit for original research inquiries that delve into the intricate dynamics of human behavior within various contexts. It beckons studies exploring the behavioral intricacies within business and management landscapes, unraveling the complexities of organizational behavior. Expanding its scholarly purview, it delves into the sub-domains of industrial and educational psychology, social psychology, and the pivotal domain of sustainability behavior. Through a rigorous academic lens, this interdisciplinary exploration aims to enrich our comprehension of human behavior, offering scholarly discourse grounded in comprehensive literature yet accessible to a diverse spectrum of scholarly minds. People and Behavior Analysis Interdisciplinary Context: - Behavior in Business and Management - Organizational behavior - Social and culture - Marketing - Behavioral economics - Green behavior - Industrial psychology - Educational psychology - Consumer behavior - Social psychology - Sustainability behavior By incorporating these areas, the journal aims to provide a comprehensive platform for scholars to understand human behavior across diverse contexts, offering scholars the opportunity to engage with emerging trends and challenges in business and social studies.
Articles 41 Documents
Gender and Society Course at City College of Calamba: Classroom Learning and Advocacy Engagement Montano, Mary Rose F.; Opeña, Anna Rhea C.; Ilao, Jeanne Mae L.; Azucena-Orajay, Julie Ann; Garma, Marilyn R.; Reyes, Kathleen R.
People and Behavior Analysis Vol. 4 No. 1 (2026): March Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v4i1.4365

Abstract

Education plays a critical role in shaping students’ engagement in gender advocacy; however, existing studies on gender-responsive pedagogy largely focus on attitudinal outcomes, with limited empirical evidence on how classroom learning translates into actual advocacy engagement within specific course contexts. Addressing this gap, this study examines how classroom learning in a Gender and Society course influences students’ advocacy engagement, particularly regarding attitudes, motivation, perceived barriers, and real-life application in a localized higher education setting. Using a descriptive–correlational quantitative design, data were collected from 164 students through a validated Likert-scale survey. Descriptive statistics and Pearson’s r were employed to analyze relationships among classroom learning, motivation, barriers, and advocacy engagement. Findings indicate that the course significantly enhanced students’ advocacy-related attitudes and motivation (M = 4.68; SD = 0.54). Teaching methods demonstrated a strong positive relationship with motivation (r = 0.640) and a moderate relationship with real-life advocacy application (r = 0.522). While perceived barriers such as limited opportunities and lack of knowledge were identified (M = 3.10), they did not significantly influence motivation (r = 0.062), suggesting that supportive and participatory pedagogical practices can outweigh perceived constraints. Overall, the findings confirm that classroom learning extends beyond awareness and contributes to students' actual advocacy behavior. This study provides empirical evidence linking gender pedagogy to advocacy engagement within a specific course and institutional context. It emphasizes the necessity of integrating experiential and advocacy-based strategies in gender education to sustain student engagement beyond the classroom.