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A social cognitive-based model for condom use among college students
C Dilorio1, W N Dudley, J Soet
1Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, USA. cdi-iori@sph.emory.edu
Nursing Research
|August 10, 2000
Summary
Social cognitive theory explains condom use. Enhancing self-efficacy in college students can improve condom use behaviors and reduce anxiety, supporting HIV prevention. This study tested a social cognitive model for condom use.
Area of Science:
- Health Behavior Research
- Social Psychology
- Public Health
Background:
- Social cognitive theory is a framework for understanding health behaviors.
- Self-efficacy's role in health behaviors is established, but other constructs need more research, especially in HIV prevention.
- Understanding social cognitive constructs' interplay is crucial for developing effective HIV and STD prevention programs for college students.
Purpose of the Study:
- To test a social cognitive-based model of condom use behaviors.
- To examine the relationships between social cognitive constructs and condom use in college students.
Main Methods:
- Data collected from 1,380 sexually active college students (ages 18-25) at six institutions.
- Participants reported on vaginal, oral, and anal sex prevalence.
- The study assessed various social cognitive constructs related to condom use.
Main Results:
- Self-efficacy directly and indirectly influenced condom use behaviors via outcome expectancies.
- Self-efficacy was linked to anxiety, but anxiety did not predict condom use.
- Substance use during sex related to outcome expectancies, not condom use.
Conclusions:
- Findings support a social cognitive model for condom use.
- Interventions targeting self-efficacy may reduce condom-related anxiety and increase adoption of condom use behaviors.
- Results offer implications for designing effective HIV prevention programs for college students.