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The two purposes of the present study were: (1) to determine whether individual educational interventions are more effective than group interventions in terms of increasing BSE knowledge and behaviour; and (2) to test the existing components of the theory of planned behaviour (TPB), determining whether self-identity is a valuable addition to the model when predicting BSE practice. The sample consisted of 104 women recruited from the participant pool of undergraduate students in the Psychology Department of the University of Windsor. This study utilized a pre-test, intervention, post-test design with a three-month follow-up, and the inclusion of a control group. The intervention, designed with the aid of the Ontario Breast Screening Program in Windsor, was administered in both individual and group contexts to determine which was more effective in terms of BSE learning and practice. As predicted, individual interventions were found to be the most effective in increasing BSE practice from pre-test to follow-up. Further research is needed directly comparing the effectiveness of individual and group BSE educational interventions. Results indicated that self-identity was the only TPB-related variable that emerged as a significant predictor of the unique variance in BSE frequency at pre-test, whereas attitudes emerged as the only significant unique predictor of BSE frequency at follow-up. Findings lend strong support for the formal addition of self-identity to the TPB model.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2001 .S84. Source: Masters Abstracts International, Volume: 40-03, page: 0549. Adviser: Kathryn Lafreniere. Thesis (M.A.)--University of Windsor (Canada), 2001.
Stewart, Carie., "Examining the effects of individual versus group education on BSE learning and practice in young women." (2001). Electronic Theses and Dissertations. 2001.