Date of Award
January 2018
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Sociology
First Advisor
Elizabeth M. Legerski
Abstract
To address the alarming rates of sexual assaults on college campuses, the 2013 Campus Sexual Violence Elimination Act required publicly funded colleges to provide some form of sexual assault intervention training to college students. While bystander intervention training is the most common form of primary prevention, there is little research indicating whether online or in-person bystander training is more effective at producing strong bystander self-efficacy and whether bystander intervention is actually occurring. Utilizing data from the 2017 Multi College Bystander Education Efficacy survey taken online by undergraduate students (N = 387) at a Midwestern university, an analysis of self-reported bystander self-efficacy, type of bystander training, and intervention behavior was analyzed. The results of this analysis show statistically significant differences in self-efficacy between groups of students by type of bystander training received. Overall, students who took in-person training had the highest self-efficacy. Even after controlling for gender, race, year in school and Greek affiliation, in-person bystander intervention training had the largest impact on self-efficacy. Nevertheless, the only significant predictor of self-reported intervention behavior was being affiliated with Greek life.
Recommended Citation
Devine, Morgan Paige, "Bystander Self-Efficacy To Prevent Sexual Assault: An Evaluation Of The Impacts Of Online And In-Person Bystander Intervention Training" (2018). Theses and Dissertations. 2198.
https://commons.und.edu/theses/2198