Reproductive and contraceptive knowledge, contraceptive self-efficacy, and contraceptive behavior among teenage women.

This research utilizes a social learning theory perspective to investigate the relationships among teenage women's Contraceptive Self-Efficacy (CSE), reproductive and contraceptive knowledge (RCK), and contraceptive behavior. It was posited that CSE might influence the way knowledge translates into behavior because individuals who feel they can and should use contraceptives may be more receptive to information. A secondary line of analysis examined the individual responses on the RCK to ascertain common knowledge and myths. The 521 respondents were from two diverse samples of teenage women attending family planning clinics. Although no significant relationships were found between RCK and behavior, the four-factor model of CSE explained 12% and 28% of the variance in RCK in the two samples. Results on the RCK items revealed sample differences and common areas of misinformation that are critical to effective contraceptive and prophylactic use. The findings are used to identify measurement issues that may account for the inconsistent findings regarding the relationship between RCK and behavior, and to recommend content for educational interventions.