Effects of a Brief Theory‐Based Intervention on the Practice of Testicular Self‐Examination by High School Males

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Abstract
This preliminary study evaluated a brief intervention, based on the theory of planned behavior, designed to encourage high school students to practice testicular self‐examination (TSE). Ninety‐nine male ninth and 10th grade students were exposed to a message challenging beliefs about outcomes of performing TSE as suggested by the theory of planned behavior, a message providing information about TSE and testicular cancer, or a control message, after which they completed a questionnaire operationalizing components of the theoretical model. Four weeks later, students reported their practice of TSE. As predicted, students exposed to the theory‐based message reported a stronger intention to perform TSE and, at follow‐up, were more likely to report having performed the exam than study participants exposed to other messages. Data provide partial support for the utility of the theory of planned behavior as a framework for constructing health‐promoting messages. Future research recommendations are offered.