TY  - JOUR
PY  - 2017//
TI  - The entertainment-education strategy in sexual assault prevention: a comparison of theoretical foundations and a test of effectiveness in a college campus setting
JO  - Journal of health communication
A1  - Hust, Stacey J. T.
A1  - Adams, Paula M.
A1  - Willoughby, Jessica Fitts
A1  - Ren, Chunbo
A1  - Lei, Ming
A1  - Ran, Weina
A1  - Marett, Emily Garrigues
SP  - 721
EP  - 731
VL  - 22
IS  - 9
N2  - 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.<p />  <p>Language: en</p>
LA  - en
SN  - 1081-0730
UR  - http://dx.doi.org/10.1080/10810730.2017.1343877
ID  - ref1
ER  -