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Does knowledge matter? The relationship between awareness of sexual violence and bystander self-efficacy

Macklin, Anna ORCID: https://orcid.org/0000-0002-2542-5625, Noret, Nathalie ORCID: https://orcid.org/0000-0003-4393-1887, Douglass, Melanie ORCID: https://orcid.org/0000-0002-4665-2034, Hillyard, Susan and Dudley, Jonathan (2021) Does knowledge matter? The relationship between awareness of sexual violence and bystander self-efficacy. American Journal of Forensic Psychology, 39 (4).

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Sexual violence on campus is an issue of increasing concern and research attention. One strategy that has been utilized to tackle sexual violence is bystander training. Understanding factors that relate to effective bystander intervention are key to the development of appropriate intervention programs. Such interventions are underpinned by the notion that knowledge and awareness of sexual violence is related to bystander self-efficacy, however evidence supporting this relationship is limited. Therefore, the aim of this study was to examine the relationship between knowledge and understanding of sexual violence and bystander self-efficacy. Data were collected from 424 students in the UK. Participants completed measures of readiness to change and bystander self-efficacy as part of a larger campus climate survey. Results highlighted a significant relationship between the different subscales of readiness to change and bystander self-efficacy. The pre-contemplative and action subscales were significantly, but negatively, associated with bystander self-efficacy, whereas the contemplative subscale was significantly, but positively, associated with bystander self-efficacy. The findings of this study highlight how understanding sexual violence and a willingness to act are important factors in explaining bystander self-efficacy. Such findings have important implications for the development and evaluation of bystander intervention programs on campus.

Item Type: Article
Status: Published
Subjects: B Philosophy. Psychology. Religion > BF Psychology
School/Department: School of Education, Language and Psychology
URI: https://ray.yorksj.ac.uk/id/eprint/5652

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