{"id":{"repo_id":"iastate","oai_identifier":"oai:dr.lib.iastate.edu:20.500.12876/JvNVJxMv"},"canonical_url":"https://search.dev.ndltd.org/etd/iastate/oai:dr.lib.iastate.edu:20.500.12876/JvNVJxMv","repository":{"repo_id":"iastate","name":"Iowa State University","base_url":"https://dr.lib.iastate.edu/server/oai/request"},"display":{"title":"Schema theory, attitudes and text comprehension","abstract":"This study examined the hypothesis that pre-existing sexual schemata would influence what college students would learn from AIDS education materials. In one session college students completed a sexual knowledge test and attitude questionnaires; in a second session they read a 25-page informational passage on AIDS, then completed an immediate reading . comprehension test or a placebo task; in a third session, all students completed a delayed reading comprehension test. Separate ANCOVAs were conducted for the immediate and delayed tests of comprehension. On both the immediate and delayed tests, individuals demonstrating less prior knowledge, reporting lower levels of responsibility, and/or higher levels of hypermasculinity attitude performed less accurately than students with opposite characteristics. Also, subjects whose performance was not tested for two weeks were significantly less accurate than subjects tested immediately. Thus, an individual, pre-existing sexual schema (prior knowledge, attitudes, behavioral predispositions) influenced what was learned from AIDS educational materials. Inaccuracy in learning such information, even to a small degree, may have significant, lifethreatening consequences for those at risk for contracting AIDS.","abstract_html":"This study examined the hypothesis that pre-existing sexual schemata would influence what college students would learn from AIDS education materials. In one session college students completed a sexual knowledge test and attitude questionnaires; in a second session they read a 25-page informational passage on AIDS, then completed an immediate reading . comprehension test or a placebo task; in a third session, all students completed a delayed reading comprehension test. Separate ANCOVAs were conducted for the immediate and delayed tests of comprehension. On both the immediate and delayed tests, individuals demonstrating less prior knowledge, reporting lower levels of responsibility, and/or higher levels of hypermasculinity attitude performed less accurately than students with opposite characteristics. Also, subjects whose performance was not tested for two weeks were significantly less accurate than subjects tested immediately. Thus, an individual, pre-existing sexual schema (prior knowledge, attitudes, behavioral predispositions) influenced what was learned from AIDS educational materials. Inaccuracy in learning such information, even to a small degree, may have significant, lifethreatening consequences for those at risk for contracting AIDS.","abstract_has_math":false,"creators":["Quick, Kathryn Jo"],"institution":null,"degree_name":"Master of Science","degree_level":"Masters","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1993,"date_issued":"1993","date_published":"1993","updated_at":"2026-07-24T02:39:30Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dr.lib.iastate.edu/handle/20.500.12876/JvNVJxMv","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Quick, Kathryn Jo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-02-27T20:53:34Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-02-27T20:53:34Z"]},{"key":"dc:date.issued","label":"Date","values":["1993"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://dr.lib.iastate.edu/handle/20.500.12876/JvNVJxMv"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the hypothesis that pre-existing sexual schemata would influence what college students would learn from AIDS education materials. In one session college students completed a sexual knowledge test and attitude questionnaires; in a second session they read a 25-page informational passage on AIDS, then completed an immediate reading . comprehension test or a placebo task; in a third session, all students completed a delayed reading comprehension test. Separate ANCOVAs were conducted for the immediate and delayed tests of comprehension. On both the immediate and delayed tests, individuals demonstrating less prior knowledge, reporting lower levels of responsibility, and/or higher levels of hypermasculinity attitude performed less accurately than students with opposite characteristics. Also, subjects whose performance was not tested for two weeks were significantly less accurate than subjects tested immediately. Thus, an individual, pre-existing sexual schema (prior knowledge, attitudes, behavioral predispositions) influenced what was learned from AIDS educational materials. Inaccuracy in learning such information, even to a small degree, may have significant, lifethreatening consequences for those at risk for contracting AIDS."]},{"key":"dc:title","label":"Title","values":["Schema theory, attitudes and text comprehension"]}]}],"canonical_facts":{"dc:creator":["Quick, Kathryn Jo"],"dc:date.accessioned":["2025-02-27T20:53:34Z"],"dc:date.available":["2025-02-27T20:53:34Z"],"dc:date.issued":["1993"],"dc:description.abstract":["This study examined the hypothesis that pre-existing sexual schemata would influence what college students would learn from AIDS education materials. In one session college students completed a sexual knowledge test and attitude questionnaires; in a second session they read a 25-page informational passage on AIDS, then completed an immediate reading . comprehension test or a placebo task; in a third session, all students completed a delayed reading comprehension test. Separate ANCOVAs were conducted for the immediate and delayed tests of comprehension. On both the immediate and delayed tests, individuals demonstrating less prior knowledge, reporting lower levels of responsibility, and/or higher levels of hypermasculinity attitude performed less accurately than students with opposite characteristics. Also, subjects whose performance was not tested for two weeks were significantly less accurate than subjects tested immediately. Thus, an individual, pre-existing sexual schema (prior knowledge, attitudes, behavioral predispositions) influenced what was learned from AIDS educational materials. Inaccuracy in learning such information, even to a small degree, may have significant, lifethreatening consequences for those at risk for contracting AIDS."],"dc:identifier.uri":["https://dr.lib.iastate.edu/handle/20.500.12876/JvNVJxMv"],"dc:language.iso":["en"],"dc:title":["Schema theory, attitudes and text comprehension"],"dc:type":["thesis"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:39:30Z"}