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Journal of Social, Behavioral, and Health Sciences

ORCID

0000-0003-0145-5261

Abstract

Our goal in this study was to examine the effect of a social cognitive intervention aimed at improving appropriate antibiotic use self-efficacy (AAUSE). The intervention incorporated several aspects of self-efficacy theory, including mastery, vicarious learning, and verbal persuasion. To test the effectiveness of the intervention, we used two comparison conditions—reading a pamphlet focused on antibiotic resistance (ABR) or one focused on general health (diet, physical activity, sleep). A total of 226 undergraduate students completed the study, which involved completing a series of questions/questionnaires at time 1 (preintervention), engaging in the intervention (or reading a pamphlet), and then completing the time 2 (postintervention) questions/questionnaires. Changes in AAUSE and other dependent variables (antibiotic-resistance knowledge, concern about antibiotic resistance, interest in minimizing antibiotic use) were observed from preintervention to postintervention in the intervention group and the ABR pamphlet group. At time 2 (postintervention), compared with both comparison groups, participants who took part in the social cognitive intervention had higher overall AAUSE, AAUSE specific to avoiding antibiotics for viruses, and self-perceived knowledge. Our results indicate that social cognitive strategies might be particularly beneficial in promoting AAUSE and related antibiotic-resistance preventive attitudes and behaviors.

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