Class Standing Differences in Bystander Intervention Intentions to Prevent Sexual Assault: A Reasoned Action Approach

The purpose of this study was to examine differences in determinants of bystander intervention (BI) participation based on undergraduate students\u27 year in school using the Reasoned Action Approach (RAA). Students (n = 291) were recruited from general education courses at two universities in the United States and completed an online survey evaluating intentions, attitudes, perceived norms, and perceived behavioral control (PBC) associated with engaging in BI. Next, attitudes, perceived norms, and PBC were used to predict intentions using separate linear regression models – one model with upper-level students and another model with first-year students. Both models significantly predicted intentions, with the upper-level student model (adjusted R2 = 0.609) accounting for more variance compared to the first-year student model (adjusted R2 = 0.469). When compared to upper-level students, freshman also had significantly greater knowledge, intentions, and perceived norms, PBC and autonomy to engage in BI (p \u3c .05). These findings provide an in-depth understanding regarding the role of class standing in BI behavior. Results indicate students have different reasons for engaging/not engaging in BI based on year in school and support the need for targeted BI reinforcement sessions throughout the college years

Development and Validation of an Instrument Measuring Determinants of Bystander Intervention to Prevent Sexual Assault: An application of the Reasoned Action Approach

Bystander Intervention (BI) is an evidence-based approach that is considered the gold standard by governmental organizations to reduce sexual assault in college. Few survey instruments are available to measure the predispositions students have towards engaging in BI. Valid and reliable instruments are greatly needed, especially those tailored to BI. The purpose of this study was to develop and validate an instrument based on the reasoned action approach with college students at two U.S. universities. An elicitation of beliefs was accomplished to inform survey items (i.e., behavioral, normative, and control beliefs). Then, an initial draft was developed and sent to an expert panel to establish validity. The final instrument was administered to undergraduate students (n = 291), and further psychometric properties (construct validity and internal consistency reliability) were evaluated. Data were fit into two separate models to evaluate fit. In the first model, a four-factor solution was evaluated (intentions, attitudes, perceived norms, and perceived behavioral control), and while results were modest, the second seven-factor solution model contained a better fit (intentions, instrumental and experiential attitudes, injunctive and descriptive norms, capacity, and autonomy). Researchers and practitioners examining BI in college can use this instrument to measure theory-based determinants of BI to reduce sexual assault