Motivation of students interviewed to become involved in the

Interviewees seem to become involved in the peer education programme for various reasons. − To become knowledgeable about HIV/AIDS

Learning about the causes and effects, in other words acquiring more knowledge about the pandemic, seems to be an important motive. It would also help to access fellow students more easily and fight myths and ignorance around the disease. By acquiring more knowledge about HIV, participants stated over a wide range that it would enable them to reach out to fellow students and also communities in the wider sense of the word. Peer educators have to display the characteristic of personal agency in order to be recognised as credible leaders amongst their peers. Together with personal agency, peer educators also need to develop the skill of self- efficacy. This means that they need to require skills and experience to achieve success in order to deal with failures and setbacks not only in the peer education programme, but in their personal lives. Peer educators might be extremely knowledgeable and skilful, but if they have low self-efficacy, it might hinder their abilities to become great achievers or leaders. Having varied levels of self-efficacy amongst peer educators can explain why individuals, with similar

skills and knowledge, who has undergone similar training programmes, end up displaying extremely different behaviours. This was evident in these training programmes, particularly referring to sexual activity; 23 (84%) used a condom, but 4 (16%) did not use a condom during sexual intercourse: 4 (16%) of the participants were forced to have sexual intercourse with their partners, as part of violent behaviour (Refer to 4.3.6.1).

So I think I want to make a difference that there is HIV and we need to put it in the right perspective and know the right content and everything, not have something outside that has not been proven, but it is based on information that is factual.

− To help and support others

Being knowledgeable also helped to support peers, friends and family who tested HIV positive and also to set new moral standards. This is also evident of credibility and wanting to be seen as a role model. This is clearly so with these peer educators, as they felt empowered to assist not only their peers, but their family members as well, as demonstrated in the following quote:

I have family members, who are infected with HIV and AIDS, and I am infected with HIV AIDS, so I told myself let me take this part to be involved.

In some individual cases participants and some of their family members were HIV positive themselves and by joining the campaign they found support in how to deal with the crisis.

For me it was personal … I had a family member who passed away due to AIDS, so I felt like I needed to give back to the community since I wasn't there for him. I was actually one of the few family members who just turned and looked the other way when he needed us.

− To help others in lifestyle, attitude and the fight against HIV/AIDS

In some cases participants had been exposed to programmes regarding HTC at school level already and were eager to continue their involvement when they started their tertiary career. Some interviewees stated that they want to make a difference to other people's lives and by becoming a peer educator they found that it is easier for other students to relate to them as they are of the same age. Again the aspect of role modelling, which seems to be central to SCT, is being emphasised.

It gave me a sense of self-esteem to be able to face my problems and challenges … introspection in my life … and I think I should change the way I live and be able to live a different way.

… you tell them why they should condomise, and then at the end of the conversation, it's like okay, cool, I'll condomise … there's HIV.

The sense of agency and credibility is evident in the above quotes from the peer educators as well. They also feel empowered, therefore their self-esteem is boosted, they are confident. They have acquired a sense of self-efficacy, which implies not just a simple "believe in yourself and you will succeed", but actually putting your skills and experiences, acquired in the peer education training programme into practice. It seems as if the majority of participants feel that they can make a difference in the general attitude of family, friends and peers to the pandemic by joining the campaign against it and it enables them to make a contribution in the fight against HIV/AIDS. Peer educators believe that becoming more informed by gaining knowledge means that they could dispel myths around HIV/AIDS. It also gives them a sense of empowerment and boosts their confidence. Peer educators want to acquire the skills and knowledge of the trainer. This is evidence that they are always looking for a good role model. Therefore, encouragement and persuasion by enthusiastic and motivated trainers are an important source of self-efficacy as well as role modelling for peer educators.