Wong Y Joel, McDermott Ryon C, Zounlome Nelson O O, Klann Elyssa M, Peterson Zoë D
Indiana University Bloomington, USA.
University of South Alabama, Mobile, USA.
J Interpers Violence. 2022 Mar;37(5-6):2037-2061. doi: 10.1177/0886260520936369. Epub 2020 Jul 4.
Grounded in the self-persuasion paradigm (an indirect persuasion approach, which places people in situations that motivate them to change their behavior), this study evaluated a brief, online intervention to reduce sexual aggression perpetration and increase prosocial bystander behaviors among heterosexual male college students ( = 241) in the United States. Students were randomly assigned to three conditions: (a) a self-persuasion intervention, (b) a social norms control condition, and (c) a control condition focusing on sense of belongingness. The self-persuasion intervention integrated three social psychological theoretical perspectives on attitudinal and behavioral change-cognitive dissonance (e.g., creating a personalized video message for incoming male college freshmen to explain the importance of consent in sexual contact), self-affirmation (e.g., reflecting on one's core values and how they are congruent with sexual consent), and personal relevance (e.g., writing about personally relevant reasons to always seek consent when having sexual contact). Participants in the self-persuasion condition reported greater prosocial bystander behaviors (e.g., intervening in situations to prevent sexual aggression) 6 months after the intervention as compared with those in the other two conditions; however, there were no significant difference in the rate of self-reported sexual aggression perpetration across conditions. The positive effect of the self-persuasion intervention on prosocial bystander behaviors was mediated by reduced self-perceived likelihood to commit sexual aggression and moderated by in-group solidarity with other college students. That is, the intervention had the most positive effect on prosocial bystander behaviors among participants with a lower sense of in-group solidarity. These findings are discussed in light of the promise of self-persuasion for future sexual aggression prevention work.
本研究基于自我说服范式（一种间接说服方法，将人们置于促使他们改变行为的情境中），评估了一种简短的在线干预措施，以减少美国异性恋男大学生（ = 241）的性侵犯行为，并增加亲社会旁观者行为。学生被随机分配到三种条件下：（a）自我说服干预，（b）社会规范控制条件，以及（c）关注归属感的控制条件。自我说服干预整合了三种关于态度和行为改变的社会心理学理论观点——认知失调（例如，为即将入学的男大学新生制作个性化视频信息，解释性接触中同意的重要性）、自我肯定（例如，反思自己的核心价值观以及它们与性同意的一致性）和个人相关性（例如，写下在进行性接触时始终寻求同意的个人相关原因）。与其他两种条件下的参与者相比，自我说服条件下的参与者在干预6个月后报告了更多的亲社会旁观者行为（例如，在情境中进行干预以预防性侵犯）；然而，各条件下自我报告的性侵犯行为发生率没有显著差异。自我说服干预对亲社会旁观者行为的积极影响是通过降低自我感知的性侵犯可能性来介导的，并受到与其他大学生的群体团结的调节。也就是说，该干预对群体团结感较低的参与者的亲社会旁观者行为产生了最积极的影响。我们根据自我说服对未来性侵犯预防工作的前景来讨论这些发现。
