SOCIAL COGNITIVE THEORY AND AIDS PREVENTION

建议进行多维度的教育干预，以减少 人群中与艾滋病毒传播风险相关的行为 大学生。在纽瓦克和卡姆登注册的学生 新泽西州罗格斯大学的校园将成为袭击目标。这个 干预将利用社会认知理论中的原则 (Bandura，1986)为了加强行为改变 为了增长知识。干预措施的主要组成部分 包括a)学生志愿者领导信息性讨论和 学生中心和宿舍的舞台角色扮演；b)录像 发挥作用展示克服社会压力的策略 避免在若干相关人群中实行更安全的性行为； C)与风险有关的社会状况的戏剧性制定-- 减少行为，由专业表演团体表演；以及 D)传播新闻录音带、电台和报纸 广告和书面材料。干预措施将于#年进行评估。 几种方式，包括匿名大规模调查和非 在罗格斯-纽瓦克进行的匿名小规模调查 校园和控制校园；安全套销售的量化 校园和当地；艾滋病毒血清阳性率和性传播疾病发病率。 随后的分析将检查可能的心理调解 通过自我效能感的感知采取自我保护行为； 感知到的感染脆弱性；感知到的风险有效性- 减少行为；同伴对更安全行为的支持程度；以及 自尊。

Proposed is a multidimensional educational intervention to reduce behavior related to risk of HIV transmission in a population of college students. Students enrolled at the Newark and Camden campuses of Rutgers University in New Jersey will be targeted. The intervention will utilize principles from social cognitive theory (Bandura, 1986) in order to enhance behavioral change in addition to increasing knowledge. Major components of the intervention include a) student volunteers to lead informational discussions and stage role-plays at student centers and dormitories; b) videotaped role plays demonstrating strategies for overcoming social pressures to avoid the practice of safer sex in several relevant populations; c) dramatic enactments of social situations relevant to risk- reducing behaviors, performed by a professional acting group; and d) dissemination of informational audio tapes, radio and newspaper ads and written material. The intervention will be assessed in several ways, including anonymous large-scale surveys and non- anonymous small-scales surveys conducted on the Rutgers-Newark campus and on a control campus; quantitation of condom sales on campus and locally; and HIV seroprevalence and STD incidence. Subsequent analyses will examine possible psychological mediation by perceived self-efficacy to take self-protective action; perceived vulnerability to infection; perceived efficacy of risk- reducing behaviors; degree of peer support for safer behavior; and self-esteem.