Instructional Information and Breast Self-Examination Practice

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Abstract
The effects of four interventions on frequency and thoroughness of breast self‐examination (BSE) were compared. The interventions provided different types of information, as derived from a self‐regulation framework, to promote BSE practice. Women seeking BSE instruction (N = 204) were randomly assigned to interventions. No intervention effects on frequency were observed. However, exam frequency increased from pre‐ to postintervention and remained constant over 3 and 6 months follow‐up. Interaction effects observed on thoroughness suggested that a positive effect of sensory information about the breast was. conditional upon having had prior experience with BSE. Implications for research, theory, and practice are drawn.