The effectiveness of social cognitive theory (SCT) workshop educational intervention for HIV/AIDS risk reduction in non-medical university students

Introduction: Young people are the major portion of Iranian population, so health department has more emphasis on their perception and knowledge about HIV/AIDS. The purpose of this study was to test the effects of an HIV/AIDS workshop education program on the knowledge and attitudes of the young students by using social cognitive theory (SCT). Material and Methods: our sample were 400 undergraduate students who voluntarily took part in the study via workshop announcement posters. Totally, 58 of 400 participants attended all the workshop sessions. The educational model was based on SCT. The educational model of this intervention was based on social cognitive theory which consisted of modeling, behavioral capabilities, expectations and self-efficacy. A self-administered anonymous questionnaire was given to the participants before and after the intervention. Results: Education had significant impact on knowledge (P<0.05) but not significant effect on attitude toward HIV/AIDS (P = 0.11). Conclusion: SCT had significant impact on knowledge, but it had no impact on attitude. Using other theories and their impacts on behavior change, and their continuity are recommended.