@article{ref1,
title="The entertainment-education strategy in sexual assault prevention: a comparison of theoretical foundations and a test of effectiveness in a college campus setting",
journal="Journal of health communication",
year="2017",
author="Hust, Stacey J. T. and Adams, Paula M. and Willoughby, Jessica Fitts and Ren, Chunbo and Lei, Ming and Ran, Weina and Marett, Emily Garrigues",
volume="22",
number="9",
pages="721-731",
abstract="Among the existing sexual assault prevention efforts on college campuses, few use mass communication strategies designed to simultaneously entertain and educate. Although many entertainment-education efforts are guided by social cognitive theory, other theories may be useful in entertainment-education design. Previous research has found that social cognitive theory and social norms theory can successfully influence participants' perceived norms and efficacy related to sexual assault reduction; however, whether such results can be replicated in a naturalistic setting and the extent to which the guiding theoretical foundation may influence outcomes remain unknown. We used a pre- and posttest field experiment with college students in residence halls to assess how different theoretical foundations may influence effects. Over the course of a semester, the participants viewed eight mini-magazines developed using (1) social cognitive theory, (2) social norms theory, (3) a combination of both theoretical frameworks, or (4) a control condition with no sexual assault prevention messaging. Participants in the combined content condition had greater levels of self-efficacy related to sexual assault prevention and more accurate norm perceptions. There were also effects for the mini-magazines developed with only one theoretical framework. Overall, we found that multiple theories can effectively guide entertainment-education message development. Language: en
",
language="en",
issn="1081-0730",
doi="10.1080/10810730.2017.1343877",
url="http://dx.doi.org/10.1080/10810730.2017.1343877"
}