Improving adolescent contraceptive use: evaluation of a theory-driven classroom-based intervention

Katherine Brown, K.M. Hurst, M.A. Arden

    Research output: Contribution to journalArticle

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    Abstract

    The aim of the research was to evaluate the impact of intervention materials, designed to enhance self-efficacy and anticipated regret, on contraceptive behaviour and antecedents of contraceptive use in a sample of adolescents. It was hypothesised that materials designed to enhance self-efficacy and anticipated regret would lead to improvements in outcome measures compared with controls. A 4(intervention condition) × 3(time) mixed design was used to assess the impact of intervention materials. Participants (N = 414) were recruited from five secondary schools in the north of England. They were assigned to an active control group, an anticipated regret (AR) manipulation, a self-efficacy (SE) manipulation or both AR and SE manipulations. Outcome measures included psychological antecedents of contraceptive behaviour change, intentions and behaviour. Multivariate analysis of variance (MANOVA) revealed increases across several outcome measures over time (F[14,287] = 8.99, P <0.001, ηp 2 = 0.305) including intentions, but these did not differ by condition (F[42,852] = 1.35, P = 0.07, ηp 2 = 0.062). There was evidence that the questionnaires may have caused reactivity in participants. Amongst sexually active participants with relatively low levels of intention to use contraception at the outset, increases in several outcome measures including intention and behaviour were observed (F[3,35] = 10.359, P <0.001, ηp 2 = 0.47). Findings support the potential for effective delivery of behaviour change theory-driven interventions in classroom settings. The possibility that the questionnaires may have acted as a form of intervention contributes to recent discussion of this issue in the literature, and the findings also strengthen the case for post-decisional and behavioural skills interventions to enhance behaviour amongst those already motivated to use contraception. Publisher statement: This is an electronic version of an article published in Psychology, Health & Medicine, 16 (2), pp.141-155. Psychology, Health & Medicine is available online at: http://www.tandfonline.com/doi/abs/10.1080/13548506.2010.525791
    Original languageEnglish
    Pages (from-to)141-155
    JournalPsychology, Health & Medicine
    Volume16
    Issue number2
    DOIs
    Publication statusPublished - 2011

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    Self Efficacy
    Contraceptive Agents
    Emotions
    Contraception Behavior
    Outcome Assessment (Health Care)
    Behavioral Medicine
    Contraception
    Medicine
    England
    Analysis of Variance
    Multivariate Analysis
    Psychology
    Control Groups
    Research
    Surveys and Questionnaires

    Bibliographical note

    This is an electronic version of an article published in Psychology, Health & Medicine, 16 (2), pp.141-155. Psychology, Health & Medicine is available online at: http://www.tandfonline.com/doi/abs/10.1080/13548506.2010.525791

    Keywords

    • adolescents
    • contraceptive
    • evaluation
    • intervention
    • sex education

    Cite this

    Improving adolescent contraceptive use: evaluation of a theory-driven classroom-based intervention. / Brown, Katherine; Hurst, K.M.; Arden, M.A.

    In: Psychology, Health & Medicine, Vol. 16, No. 2, 2011, p. 141-155.

    Research output: Contribution to journalArticle

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