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Pilot Randomized Controlled Trial Using the Theory of Planned Behavior to Promote Sexual Consent of Undergraduates in Greek-Letter Organizations

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Title: Pilot Randomized Controlled Trial Using the Theory of Planned Behavior to Promote Sexual Consent of Undergraduates in Greek-Letter Organizations
Language: English
Authors: Ashley Falcon (ORCID 0000-0001-5936-5176), Valerie Halstead (ORCID 0000-0002-3555-2783), Brian E. McCabe (ORCID 0000-0001-8637-9223), Andrew W. Porter (ORCID 0000-0001-8315-7932)
Source: Journal of American College Health. 2024 72(5):1355-1359.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 5
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Private Colleges, Undergraduate Students, Fraternities, Sororities, Sexuality, Congruence (Psychology), Sexual Abuse, Intervention, Visual Aids
Geographic Terms: Florida
DOI: 10.1080/07448481.2022.2082849
ISSN: 0744-8481
1940-3208
Abstract: Objective: Sexual assault is prevalent among undergraduates in Greek-letter organizations (GLO). Prevention efforts promote sexual consent, though few explicitly employ theoretical constructs known to positively influence behavior. This study evaluated theory-informed educational posters promoting sexual consent seeking. Participants: Forty undergraduate GLO students (20 female, 20 male) were recruited through in-person, email, and social media solicitation. Data collection was completed March-November 2019 during the spring and fall semesters. Methods: A double-blind randomized controlled trial was conducted. Intervention participants viewed theory-informed educational posters promoting sexual consent. Results: The intervention group demonstrated more favorable consent intention (p = 0.024; ?2 = 0.131) and consent subjective norms (p = 0.040; ?2 = 0.109). Intervention group males showed a greater improvement in one of four consent attitudes (p = 0.045; ?2 = 0.211). Conclusions: Brief exposures to theory-informed messaging may help to improve subjective norms and behavioral intent to seek sexual consent among undergraduate GLO members.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429065
Database: ERIC
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  Value: <anid>AN0178088480;acl01jul.24;2024Jun28.06:18;v2.2.500</anid> <title id="AN0178088480-1">Pilot randomized controlled trial using the theory of planned behavior to promote sexual consent of undergraduates in Greek-letter organizations </title> <p>Sexual assault is prevalent among undergraduates in Greek-letter organizations (GLO). Prevention efforts promote sexual consent, though few explicitly employ theoretical constructs known to positively influence behavior. This study evaluated theory-informed educational posters promoting sexual consent seeking. Forty undergraduate GLO students (20 female, 20 male) were recruited through in-person, email, and social media solicitation. Data collection was completed March–November 2019 during the spring and fall semesters. A double-blind randomized controlled trial was conducted. Intervention participants viewed theory-informed educational posters promoting sexual consent. The intervention group demonstrated more favorable consent intention (p =.024; η<sup>2</sup> = 0.131) and consent subjective norms (p =.040; η<sup>2</sup> = 0.109). Intervention group males showed a greater improvement in one of four consent attitudes (p =.045; η<sup>2</sup> = 0.211). Brief exposures to theory-informed messaging may help to improve subjective norms and behavioral intent to seek sexual consent among undergraduate GLO members.</p> <p>Keywords: College; consent; experimental design; Greek-letter organizations; health education; sexual assault</p> <hd id="AN0178088480-2">Introduction</hd> <p>Sexual assault (SA) among college students is a pervasive issue.[<reflink idref="bib1" id="ref1">1</reflink>] An estimated 26.4% and 6.8% of undergraduate females and males, respectively, experience rape or sexual assault.[<reflink idref="bib2" id="ref2">2</reflink>] When including factors like attempted sexual contact and absence of affirmative consent, these estimates increase to 33.1% for females and 8.6% for males.[<reflink idref="bib3" id="ref3">3</reflink>] Experiences of SA negatively impact health and academic success,[[<reflink idref="bib4" id="ref4">4</reflink>], [<reflink idref="bib6" id="ref5">6</reflink>], [<reflink idref="bib8" id="ref6">8</reflink>], [<reflink idref="bib10" id="ref7">10</reflink>]] increase the likelihood of changing schools,[<reflink idref="bib11" id="ref8">11</reflink>] and can result in dropping out entirely.[<reflink idref="bib9" id="ref9">9</reflink>],[<reflink idref="bib11" id="ref10">11</reflink>]</p> <p>Membership in a Greek-letter organization (GLO) has been identified as a potential risk factor for SA among college students.[[<reflink idref="bib12" id="ref11">12</reflink>], [<reflink idref="bib14" id="ref12">14</reflink>]] Sorority members are more likely to experience SA than those who are not in GLO.[<reflink idref="bib12" id="ref13">12</reflink>] Fraternity members are more likely to be both perpetrators[<reflink idref="bib15" id="ref14">15</reflink>],[<reflink idref="bib16" id="ref15">16</reflink>] and victims of SA than non-Greeks.[<reflink idref="bib13" id="ref16">13</reflink>],[<reflink idref="bib17" id="ref17">17</reflink>],[<reflink idref="bib18" id="ref18">18</reflink>] Several factors may explain why GLO members are at a heightened risk of SA, including party culture, power dynamics, attitudes centered around male dominance, endorsement of rape-supportive attitudes, and female objectification.[<reflink idref="bib19" id="ref19">19</reflink>] With GLO-affiliated students at higher risk for SA, it is vital to develop and test interventions that may improve these factor, thereby helping to prevent sexual assault.</p> <p>A prominent intervention discussed in the SA literature focuses on promoting the concept of sexual consent.[<reflink idref="bib20" id="ref20">20</reflink>] Consent is defined as "words or overt actions by a person who is legally or functionally competent to give informed approval, indicating a freely given agreement to have sexual intercourse or sexual contact."[<reflink idref="bib21" id="ref21">21</reflink>] Education about sexual consent on college campuses can improve appreciation for consent among college men and women. Specifically, Ortiz and Shafer[<reflink idref="bib22" id="ref22">22</reflink>] deployed a campaign and found that students exposed to the campaign exhibited improved understanding of consent over time. In particular, college men and members of university-affiliated sororities or fraternities experienced greater improvement in understanding consent relative to women and non-Greeks. Further research has demonstrated that effective campaigns can increase students' proactivity toward addressing SA.[<reflink idref="bib23" id="ref23">23</reflink>]</p> <p>While these findings demonstrate that campaigns can positively impact perceptions of consent among the college student population, less attention has been placed on linking the interventions to established theories on human behavior. This study addresses this research gap by evaluating the impact of educational posters promoting sexual consent and informed by the Theory of Planned Behavior (TPB) relative to an attention-control group. The TPB posits that behavior is influenced by one's behavioral intention, which in turn is determined by three main behavioral antecedents: attitudes, subjective norms, and perceived behavioral control.[<reflink idref="bib24" id="ref24">24</reflink>] This theory was deemed appropriate in the context of this study given its applicability in studying numerous health behaviors (eg, condom use,[<reflink idref="bib25" id="ref25">25</reflink>],[<reflink idref="bib26" id="ref26">26</reflink>] physical activity and exercise,[<reflink idref="bib27" id="ref27">27</reflink>] and bystander intervention[<reflink idref="bib28" id="ref28">28</reflink>]). We hypothesized that theory-informed sexual consent posters would improve behavioral constructs of the TPB (ie, attitudes, subjective norms, perceived behavioral control, and behavioral intent) that are theorized to influence behavioral intentions to seek sexual consent.</p> <hd id="AN0178088480-3">Materials and methods</hd> <p></p> <hd id="AN0178088480-4">Participants</hd> <p>Forty undergraduate students were recruited from a private research university in South Florida from March to November 2019 through in-person, email, and social media solicitations. Eligibility criteria were current membership in a GLO at the university and being 18 years of age or older.</p> <hd id="AN0178088480-5">Procedure</hd> <p>Participants were randomized into the intervention group or an attention-control group using a random sequence of computer-generated numbers to which study staff were blinded. Block randomization (4 blocks of 10) ensured balanced recruitment by sex. Once recruited, participants were scheduled to complete all study tasks at their preferred on-campus location. Study staff first had participants complete a pre-intervention survey via Qualtrics. This survey was preceded by informed consent language and a question prompting participants to provide consent prior to their participation. After completing the pre-survey, participants were asked to view six educational posters for one minute each. After reviewing the posters, participants were asked to complete a post-intervention survey. Participants, blinded to their group assignment, were given a unique, random code to link their pre- and post-intervention surveys. This study protocol received institutional review board approval.</p> <hd id="AN0178088480-6">Intervention</hd> <p>The intervention consisted of six educational posters created by a senior public health practicum student with guidance from doctoral faculty in public health and psychology. Posters were crafted in a meme-style format to capture the attention of and engage students. Content was designed to influence constructs of the TPB that serve as antecedents to the behavior of asking for sexual consent – two posters targeted attitudes, two targeted subjective norms, one targeted perceived behavioral control, and one targeted behavioral intent. For instance, one poster targeting consent attitudes portrayed an exchange between two characters from the reality television show, Orange County Choppers:</p> <olist> <item> 'Bro, I love asking for consent!'</item> <item> 'No, bro. I DO!'</item> </olist> <p>1: 'NO YOU DON'T.'</p> <ulist> <item>2: 'YES I DO!'</item> </ulist> <p>1: 'PROVE IT.'</p> <p>2: 'I'm going to go ask for some right now!'</p> <p>Six additional educational posters were created for the attention control group. These posters modeled the intervention group's posters, using the same graphics but emphasizing condom use.</p> <hd id="AN0178088480-7">Measures</hd> <p>Pre- and post-intervention survey (26-items) was created using TPB-informed survey development guidance from the Research-Based Education and Quality Improvement project.[<reflink idref="bib29" id="ref29">29</reflink>] Nineteen survey items were designed to assess the TPB constructs promoting sexual consent seeking as the behavior of interest conveyed within the educational posters – eight assessed attitudes, four assessed subjective norms, four assessed perceived behavioral control, and three assessed behavioral intent. Two additional items assessed general knowledge of sexual consent. Five items pertaining to condom use were also included. Seven-point Likert scales with varying descriptors were used for all items (Table 1). Sexual assault prevention peer educators reviewed survey items for face validity. Scales demonstrated moderate to good internal consistency at both time points (Cronbach's α =.588 to α =.868) for scales with less than 10 items.[<reflink idref="bib30" id="ref30">30</reflink>]</p> <p>Table 1. Survey items and scales assessing TPB constructs.<sups>a</sups></p> <p> <ephtml> <table><tbody valign="top"><tr><td><bold>Survey Items</bold></td><td><bold>Scales</bold></td></tr><tr><td><bold>TPB Construct: Attitudes</bold></td></tr><tr><td>Knowing I am having consensual sex would make me feel:</td><td><italic>Extremely bad (1) to extremely good (7)</italic></td></tr><tr><td>To me, asking for consent seems:</td><td><italic>Extremely difficult (1) to extremely easy (7)</italic><italic>Extremely frightening (1) to extremely comforting (7)</italic></td></tr><tr><td>Choosing to ask for consent would be:</td><td><italic>Extremely harmful (1) to extremely beneficial (7)</italic><italic>Extremely inconvenient (1) to extremely convenient (7)</italic><italic>Extremely irresponsible (1) to extremely responsible (7)</italic></td></tr><tr><td>Asking for consent would be:</td><td><italic>Extremely unpleasant (1) to extremely pleasant (7)</italic><italic>Extremely bad (1) to extremely good (7)</italic></td></tr><tr><td><bold>TPB Construct: Subjective norms</bold></td></tr><tr><td>My friends would support my decision to ask for consent:</td><td><italic>Strongly disagree (1) to strongly agree (7)</italic></td></tr><tr><td>Asking for consent is a good thing for people like me:</td><td><italic>Strongly disagree (1) to strongly agree (7)</italic></td></tr><tr><td>Members of the Greek community would support my decision to ask for consent:</td><td><italic>Strongly disagree (1) to strongly agree (7)</italic></td></tr><tr><td>Most of my friends would choose to ask for consent:</td><td><italic>Strongly disagree (1) to strongly agree (7)</italic></td></tr><tr><td><bold>TPB Construct: Perceived behavioral control</bold></td></tr><tr><td>I know when it is time to ask for consent:</td><td><italic>Strongly disagree (1) to strongly agree (7)</italic></td></tr><tr><td>I am confident in my ability to ask for consent:</td><td><italic>Strongly disagree (1) to strongly agree (7)</italic></td></tr><tr><td>Choosing to ask for consent would be:</td><td><italic>Not at all up to me (1) to completely up to me (7)</italic><italic>Not at all under my control (1) to completely under my control (7)</italic></td></tr><tr><td><bold>TPB Construct: Behavioral intent</bold></td></tr><tr><td>I intend to ask for consent the next time I am about to engage in a sexual act with an individual:</td><td><italic>Strongly untrue (1) to strongly true (7)</italic></td></tr><tr><td>As a member of the Greek community, I intend to ask for consent:</td><td><italic>Strongly unlikely (1) to strongly likely (7)</italic></td></tr><tr><td>Asking for consent is a good way to prevent a sexual assault from happening:</td><td><italic>Strongly untrue (1) to strongly true (7)</italic></td></tr></tbody></table> </ephtml> </p> <p>1 TPB = Theory of Planned Behavior</p> <p>2 Non-TPB survey items and those developed for the attention control group are not shown.</p> <hd id="AN0178088480-8">Data analysis</hd> <p>Summary scores were calculated for each TPB construct by averaging all items assessing each construct. Change scores from pre- to post-intervention were computed for each item and summary score. Descriptive statistics were generated for individual items and summary scores for both time points. Due to non-normal data distribution, Mann–Whitney U tests were used to assess group differences at baseline and change scores post-intervention. Analyses were run on the full sample and separately for each sex using SPSS Version 24.0.</p> <hd id="AN0178088480-9">Results</hd> <p></p> <hd id="AN0178088480-10">Pre-intervention group comparisons</hd> <p>Group comparisons at baseline revealed no significant difference for the full sample; however, two baseline differences were identified when comparing only male participants. Specifically, males in the attention-control group demonstrated greater comfort with asking for consent when asked, "To me, asking for consent seems...(<emph>Extremely frightening to extremely comforting</emph>)<emph>"</emph> (Mean<subs>intervention(I)</subs> = 5.9, SD<subs>I</subs> = 0.3, Mean<subs>control(C)</subs> = 6.9, SD<subs>C</subs> = 1.5; <emph>p</emph> =.045). This group also reported greater agreement regarding the following subjective norms statement, "Most of my friends would choose to ask for consent...(<emph>Strongly disagree to strongly agree</emph>)" (Mean<subs>I</subs> = 6.2, SD<subs>I</subs> = 1.6, Mean<subs>C</subs> = 6.8, SD<subs>C</subs> = 0.6; <emph>p</emph> =.030).</p> <hd id="AN0178088480-11">Post-intervention group comparisons</hd> <p>Change scores revealed two significant findings for the full sample and one sex-specific significant finding. The intervention group demonstrated more favorable subjective norms (Mean<subs>I</subs> = 0.2, SD<subs>I</subs> = 0.4, Mean<subs>C</subs> = −0.1, SD<subs>C</subs> = 0.2; <emph>p</emph> =.040; η<sups>2</sups> =.109). With regards to behavioral intentions, the intervention group also expressed greater agreement with the following statement, "I intend to ask for consent the next time I am about to engage in a sexual act with an individual...<emph>(Strongly untrue to strongly true)</emph>" (Mean<subs>I</subs> = 0.7, SD<subs>I</subs> = 1.6, Mean<subs>C</subs> = −0.2, SD<subs>C</subs> = 0.2; <emph>p</emph> =.024; η<sups>2</sups> = 0.131). For male participants in the intervention group, change scores showed greater improvement (ie, more comfort) for the following statement representing their attitude toward sexual consent, "To me, asking for consent seems...(<emph>Extremely frightening to extremely comforting</emph>)" (Mean<subs>I</subs> = 0.6, SD<subs>I</subs> = 1.1, Mean<subs>C</subs> = −0.2, SD<subs>C</subs> = 0.6; <emph>p</emph> =.045; η<sups>2</sups> =.211).</p> <hd id="AN0178088480-12">Discussion</hd> <p>This pilot study is an important first step in filling the identified research gap of linking consent interventions to established behavioral theories. More specifically, the findings of this study demonstrate the promise of a brief exposure to theory-informed messaging to positively influence behavioral antecedents of sexual consent solicitation in a sample of undergraduate GLO members. Viewing the poster increased subjective norms and behavioral intentions around asking for sexual consent among GLO undergraduates. Post-intervention improvements in subjective norms may be particularly important for the undergraduate GLO community. The potential for groupthink to reinforce and enable cultural norms (eg, greater acceptance of rape myths and rape-supportive attitudes, perceived culpability, male dominance, sexual coercion, hazardous alcohol consumption behaviors) identified as risk factors for SA within the GLO community has been previously established.[<reflink idref="bib17" id="ref31">17</reflink>],[<reflink idref="bib31" id="ref32">31</reflink>],[<reflink idref="bib32" id="ref33">32</reflink>] These subjective norms, with their direct influence on attitudes and perceived behavioral control, are important targets for intervention in this population.[<reflink idref="bib24" id="ref34">24</reflink>]</p> <p>The study findings, while limited and small in effect, are promising given the brevity of exposure to the educational posters. University-led educational efforts range in length of exposure, though many educational campaigns span longer lengths of time (eg, week- or month-long awareness campaigns) that may yield additional benefits. Nonetheless, this study suggests that university health educators may be able to influence relevant theoretical constructs after short or one-time events, such as walkup tabling events where students are provided with educational messages or engage in a brief educational activity over a similar duration as the current study. This influence may be greater among student populations with less favorable pre-exposure views that those encountered during this study. Finally, the use of meme-based media that focus on consent literacy throughout the physical and electronic environments of a university may work to decrease SA in GLO and non-GLO students alike.</p> <p>Interventions based on behavior change theory have proven to be more successful than those that are not theory driven.[<reflink idref="bib33" id="ref35">33</reflink>] For instance, a similar effort using a TPB-informed multimedia campaign geared toward promoting bystander intervention among college students also proved effective, demonstrating an increase in behavioral intentions to intervene in sexual violence.[<reflink idref="bib34" id="ref36">34</reflink>] As a result, university-led efforts to decrease SA need to be framed by constructs of proven behavioral theories.</p> <p>While the findings of this study are promising, there are several limitations to consider. This study, while utilizing randomization, blinding, and an attention control group, was a pilot study with a small sample size that should be replicated on a larger scale to confirm findings. Beyond TPB constructs, theoretical constructs from other behavior change theories may also be important intervention targets to explore, reflecting on the complexities of factors that influence sexual consent behavior.[<reflink idref="bib35" id="ref37">35</reflink>] For example, theories that explore organizational-level considerations, such as university policies surrounding SA education and Title IX procedures, can impact campus culture and, as a result, students' perceptions and behaviors.[<reflink idref="bib36" id="ref38">36</reflink>]</p> <p>Future research efforts can build on these study findings. Assessing varying lengths of exposure to passive educational messages can aid in identifying the most appropriate dose for yielding ideal attitudinal and behavioral changes. Further tailoring educational messaging to address additional known factors that impact students' ability to seek sexual consent may be of benefit. Moreover, the impact of these educational interventions should also be evaluated among other vulnerable subpopulations of college students.</p> <p>Findings support the promise of theory-driven meme-ified educational materials to improve subjective consent norms and behavioral intentions. This study also suggests that using behavioral theory to inform the development of educational messages may prove more efficacious than current efforts that lack a theoretical underpinning. Embedding these educational messages in low-cost and easy to disseminate materials, like posters or electronic equivalents, can promote sexual consent seeking among college students. This effort is essential in the fight to end sexual violence on college campuses.</p> <hd id="AN0178088480-13">Conflict of interest disclosure</hd> <p>The authors have no conflicts of interest to report. The authors confirm that the research presented in this article met ethical guidelines, including adherence to the legal requirements of the United States of America, and received approval from the University of Miami's Institutional Review Board.</p> <ref id="AN0178088480-14"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Supplemental data for this article is available online at https://doi.org/10.1080/07448481.2022.2082849.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Ashley FalconTwitter, instagram: @ashpicious</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Andrew W. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Pilot Randomized Controlled Trial Using the Theory of Planned Behavior to Promote Sexual Consent of Undergraduates in Greek-Letter Organizations
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ashley+Falcon%22">Ashley Falcon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5936-5176">0000-0001-5936-5176</externalLink>)<br /><searchLink fieldCode="AR" term="%22Valerie+Halstead%22">Valerie Halstead</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3555-2783">0000-0002-3555-2783</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brian+E%2E+McCabe%22">Brian E. McCabe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8637-9223">0000-0001-8637-9223</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+W%2E+Porter%22">Andrew W. Porter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8315-7932">0000-0001-8315-7932</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+American+College+Health%22"><i>Journal of American College Health</i></searchLink>. 2024 72(5):1355-1359.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 5
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Fraternities%22">Fraternities</searchLink><br /><searchLink fieldCode="DE" term="%22Sororities%22">Sororities</searchLink><br /><searchLink fieldCode="DE" term="%22Sexuality%22">Sexuality</searchLink><br /><searchLink fieldCode="DE" term="%22Congruence+%28Psychology%29%22">Congruence (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+Abuse%22">Sexual Abuse</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/07448481.2022.2082849
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0744-8481<br />1940-3208
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: Sexual assault is prevalent among undergraduates in Greek-letter organizations (GLO). Prevention efforts promote sexual consent, though few explicitly employ theoretical constructs known to positively influence behavior. This study evaluated theory-informed educational posters promoting sexual consent seeking. Participants: Forty undergraduate GLO students (20 female, 20 male) were recruited through in-person, email, and social media solicitation. Data collection was completed March-November 2019 during the spring and fall semesters. Methods: A double-blind randomized controlled trial was conducted. Intervention participants viewed theory-informed educational posters promoting sexual consent. Results: The intervention group demonstrated more favorable consent intention (p = 0.024; ?2 = 0.131) and consent subjective norms (p = 0.040; ?2 = 0.109). Intervention group males showed a greater improvement in one of four consent attitudes (p = 0.045; ?2 = 0.211). Conclusions: Brief exposures to theory-informed messaging may help to improve subjective norms and behavioral intent to seek sexual consent among undergraduate GLO members.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1429065
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1429065
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/07448481.2022.2082849
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
        StartPage: 1355
    Subjects:
      – SubjectFull: Private Colleges
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Fraternities
        Type: general
      – SubjectFull: Sororities
        Type: general
      – SubjectFull: Sexuality
        Type: general
      – SubjectFull: Congruence (Psychology)
        Type: general
      – SubjectFull: Sexual Abuse
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Florida
        Type: general
    Titles:
      – TitleFull: Pilot Randomized Controlled Trial Using the Theory of Planned Behavior to Promote Sexual Consent of Undergraduates in Greek-Letter Organizations
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          Name:
            NameFull: Ashley Falcon
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            NameFull: Valerie Halstead
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            NameFull: Brian E. McCabe
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            NameFull: Andrew W. Porter
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              Y: 2024
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              Value: 72
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              Value: 5
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            – TitleFull: Journal of American College Health
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