Mongkuo et al
Greener Journal of Medical Sciences Vol. 2 (2), pp. 038-044, March 2012
ISSN: 2276-7797 © 2011 Greener Journals
Manuscript Number: GJMS1213
The Effects of Motivation and Knowledge on HIV Prevention Behavior among Historically Black College Students: An Application of the Information-Motivation-Behavioral Skills Model
Maurice Y. Mongkuo1*, Nicole Lucas2, Angela Taylor3
1Department of Government & History, Fayetteville State University, North Carolina, U.S.A.
2Department of Sociology, Fayetteville State University, North Carolina, U.S.A
3Department of Criminal Justice, Fayetteville State University, North Carolina, U.S.A.
*Corresponding author, e-mail: email@example.com
applies the Information-Motivation-Behavioral Skills (IMB)
model to assess the effects of prevention education,
prevention personal motivation and prevention knowledge on
HIV prevention behavioral skills among historically black
college students. The IMB model states that prevention
information and prevention motivation are strong predictors
of prevention behavioral skills. In light of increased
incidence of HIV and STD infection among historically black
college and university (HBCU) students in the United States,
the present research examines the utility of two key
components – motivation and knowledge – of the IMB model to
explain HIV prevention behavior among this population.
Survey data of indicators of the three IMB latent constructs
–prevention information, prevention motivation, and
prevention behavioral skills – was collected from students
attending an HBCU. Structural equation modeling (SEM)
analysis was performed to estimate the overall model fit
indices and the magnitude of effects of prevention
motivation and prevention information or knowledge on the
prevention behavioral skills of the students. The analysis
found that prevention HIV education motivation and HIV
prevention knowledge had no significant effect on prevention
behavioral skills, while HIV personal prevention knowledge
emerged as having a significant and large effect in
explaining HIV prevention behavioral skills among the
students. These findings not only deviate from findings of
previous research in other populations, but also suggest
that to be effective HIV prevention programs aimed at
reducing HIV risk behavior among HBCU students may consider
shifting their focus to prevention personal motivation
Keywords: HIV prevention, HIV prevention behavioral skills, historically black colleges and universities, HBCU, IMB model, Information-Motivation-Behavioral Skills model, structural equation modeling, HIV prevention personal motivation, HIV prevention education motivation.
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