REPRODUCTIVE AND CONTRACEPTIVE KNOWLEDGE, CONTRACEPTIVE SELF-EFFICACY, AND CONTRACEPTIVE BEHAVIOR AMONG TEENAGE WOMEN

This research utilizes a social learning theory perspective to investi gate the relationships among teenage women's Contraceptive Self-Effica cy (CSE), reproductive and contraceptive knowledge (RCK), and contrace ptive behavior. It was posited that CSE might influence the way knowle dge translates into behavior because individuals who feel they can and should use contraceptives may be more receptive to information. A sec ondary line of analysis examined the individual responses on the RCK t o ascertain common knowledge and myths. The 521 respondents were from two diverse samples of teenage women attending family planning clinics . Although no significant relationships were found between RCK and beh avior, the four-factor model of CSE explained 12% and 28% of the varia nce in RCK in the two samples. Results on the RCK items revealed sampl e differences and common areas of misinformation that are critical to effective contraceptive and prophylactic use. The findings are used to identify measurement issues that may account for the inconsistent fin dings regarding the relationship between RCK and behavior, and to reco mmend content for educational interventions.