A social cognitive-based model for condom use among college students

Background: Social cognitive theory has been used extensively to explain he alth behaviors. Although the influence of one construct in this model-self- efficacy-has been well established, the role of other social cognitive cons tructs has not received as much attention in human immunodeficiency virus ( HIV) prevention research. More complete understanding of how social cogniti ve constructs operate together to explain condom use behaviors would be use ful in developing HIV and sexually transmitted disease (STD) prevention pro grams for college. students. Objective: The primary aim of this study was to test a social cognitive-bas ed model of condom use behaviors among college students. Methods: Data were collected from a sample of college students attending si x different colleges and universities. Participants were 18 to 25 years of age, single, and sexually active. For the sample of 1,380 participants, the mean age was 20.6 years (SD = 1.76). Most participants reported having had vaginal intercourse (95.8%) and oral sex (86.5%); 16% reported anal sex. Findings: Self-efficacy was related directly to condom use behaviors and in directly through its effect on outcome expectancies. As predicted, self-eff icacy was related to anxiety, but anxiety was not related to condom use. Su bstance use during sexual encounters was related to outcome expectancies bu t not to condom use as predicted. Conclusions: Overall, the findings lend support to a condom use model based on social cognitive theory and provide implications for HIV interventions. Interventions that focus on self-efficacy are more likely to reduce anxiet y related to condom use, increase positive perceptions about condoms, and i ncrease the likelihood of adopting condom use behaviors.