| Title |
Social-cognitive factors mediating intervention effects on handwashing: a longitudinal study
|
|---|---|
| Published in |
Journal of Behavioral Medicine, August 2015
|
| DOI | 10.1007/s10865-015-9661-2 |
| Pubmed ID | |
| Authors |
Nadja Contzen, Jennifer Inauen |
| Abstract |
Handwashing with soap effectively prevents diarrhoea, a leading cause of death in infants. Theory-based interventions are expected to promote handwashing more successfully than standard approaches. The present article investigates the underlying change processes of theory-based handwashing interventions. A nonrandomised field study compared a standard approach to two theory-based interventions that were tailored to the target population, the inhabitants of four villages in southern Ethiopia (N = 408). Data were collected before and after interventions by structured interviews and analysed by mediation analysis. In comparison to the standard approach (i.e., education only), education with public commitment and reminder was slightly more effective in changing social-cognitive factors and handwashing. Education with an infrastructure promotion and reminder was most effective in promoting handwashing through enhancing social-cognitive factors. The results confirm the relevance of testing interventions' underlying change processes. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 90 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Indonesia | 1 | 1% |
| United Kingdom | 1 | 1% |
| Spain | 1 | 1% |
| Unknown | 87 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 13 | 14% |
| Student > Ph. D. Student | 11 | 12% |
| Researcher | 10 | 11% |
| Student > Postgraduate | 7 | 8% |
| Other | 6 | 7% |
| Other | 17 | 19% |
| Unknown | 26 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Nursing and Health Professions | 10 | 11% |
| Medicine and Dentistry | 9 | 10% |
| Social Sciences | 6 | 7% |
| Agricultural and Biological Sciences | 6 | 7% |
| Engineering | 6 | 7% |
| Other | 24 | 27% |
| Unknown | 29 | 32% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 09 August 2015.
All research outputs
#18,420,033
of 22,818,766 outputs
Outputs from Journal of Behavioral Medicine
#933
of 1,072 outputs
Outputs of similar age
#189,931
of 264,147 outputs
Outputs of similar age from Journal of Behavioral Medicine
#13
of 21 outputs
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