![]() ![]() ![]() Thank you for understanding the commitment involved and for your continued inspiration. I would especially like to thank my parents, Donna and John Pikard, and my sister, Jacquie, for their support throughout this entire process. I‟m excited for a lifelong friendship with you and for many more adventures and memories to come. Thank you iiiįor being my shoulder to cry on and my favourite person to celebrate with. Your knowledge of statistics, your words of encouragement, and your belief in me got me through the toughest of times. To my fellow graduate student, great friend and partner-in-crime, Abby Smith: I would never have finished this project without you! Thank you for motivating me and keeping me company in the library. I look forward to a continued friendship and lifetime of learning alongside you. Thank you for being my mentor over the past four years and for always having a spot for me in your life and research. You always believed in me and I dedicate this research project to you. Tripp, I wouldn‟t be where I am today without you. I would like to acknowledge the man who first cultivated my interest in research, Dr. Thank you for taking the time to filter through my ideas and help me form a cohesive and exciting research experience. Your input and interest in my project were invaluable. I am grateful for the guidance of my thesis committee of Dr. Thank you for your clarification of the world of statistics and for providing me with the resources to learn and develop as a researcher. You listened to my ideas first without judgement and gently guided me to a project I can not only feel proud of but to which I have a personal connection. Steve you have kept me on track and allowed me to see the bigger picture in my research and in this degree. Stevenson Fergus for his support in creating this thesis over the past two years. ![]() I would first like to acknowledge my graduate supervisor Dr. ![]() A theory-based intervention program should focus on reducing practical barriers related to the use of VCT services. The present study suggests that Kenyan teens‟ perceived ease/difficulty in performing a specific behaviour is the most influential aspect in predicting their subsequent intention to carry through the behaviour. Results of block entry logistic regression analysis indicate that perceived behavioural control and perceived risk were significant predictors of intention to use VCT services in the TPB model. One-way analysis of variance showed a relationship between perceived behavioural control and intention. Pearson productmoment analysis revealed a small positive correlation between attitude and subjective norm and a medium negative correlation between perceived behavioural control and perceived risk. Chi-squared analysis showed no relationships between age, school, school level, knowledge of a VCT centre, or past sexual experience with intention to uptake HIV counselling and testing. We conducted a survey questionnaire with 200 students, aged 13-15 years, within high schools in the Nairobi and Nakuru districts in May 2009. This study used the Theory of Planned Behaviour, with the added variable of perceived risk, to predict Kenyan students‟ intention to use HIV voluntary counselling and testing (VCT) centres within the country. Queen‟s University Kingston, Ontario, Canada November 2009Īn understanding of individual cognitions that influence both behavioural intentions and the enactment of actual behaviours is provided by the conceptual model of the Theory of Planned Behaviour (TPB). HIV VOLUNTARY COUNSELLING AND TESTING AMONG KENYAN MALE YOUTH AGED13-15 YEARS: THE THEORY OF PLANNED BEHAVIOUR APPLIEDĪ thesis submitted to the School of Kinesiology and Health Studies in conformity with the requirements for the degree of Master of Science ![]()
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