(PS8-90) The Role of Witnessed Dating Violence, Ethnicity, and a School Intervention on Dating Violence Attitudes and Digital Dating Abuse Among Youth

Digital dating abuse (DDA) – experiences of victimization and perpetration of dating violence via social media and mobile phones – has become a public health concern among youth in the United States. Studies reveal that DDA is widespread, with one in four high school students reporting being a victim of DDA, and 29% to 46% of youth endorsing perpetration (Cutbush et al., 2013; Zweig et al., 2013). As posited by the social learning theory, youth observations of their social context may reinforce specific beliefs and behaviors (Bandura, 1977; Van Ouystel et al., 2020). Aligning with this theory, factors such as witnessing dating abuse and acceptance of dating abuse (i.e., endorsing tolerance of dating abuse) may shape youths’ experiences of DDA. In the same vein, education geared toward dating abuse prevention may protect youth from these experiences. Notably, there is minimal research on understanding differences in DDA experiences and pathways toward these experiences across ethnic groups, particularly for Latine youth (Reed et al., 2020). To address these gaps in the literature, the present study utilized data (n = 1,067; 30% Latine) from two waves of the Start Strong Evaluation Survey, a national school-based dating abuse prevention program for middle schoolers, to examine the relations among witnessing dating abuse, acceptance of dating abuse, and perpetration and victimization of DDA. The study also investigated the role of the Start Strong prevention initiative and identifying as Latine on DDA perpetration and victimization. Results from path analysis showed that witnessing dating abuse predicted DDA perpetration (B = .72, p < .001, 95% CI [.418, 1.014]) and victimization (B = .58, p < .001, 95% CI [.323,].843). However, these relations were not mediated by acceptance of dating abuse (p-values ranged from .520 to .521). Interestingly, acceptance of dating abuse created positive indirect links between identifying as Latine and increased DDA perpetration (indirect effect = .09, p = .024, 95% CI [.012, .173]) and victimization (indirect effect = .09, p = .011, 95% CI [.021, .164]). In contrast, the Start Strong prevention program reduced the likelihood of DDA perpetration (indirect effect = -.17, p = .002, CI [-.152, -.035]) and victimization (indirect effect= -.17, p < .001, CI [-.266, -.074]) via decreases in acceptance of dating abuse. These results underscore the influence of observational learning in molding youths’ behaviors in dating relationships. These results also suggest that acceptance of dating abuse may be a specific pathway toward DDA experiences for Latine youth. Furthermore, the findings highlight the importance of school-based prevention programs, such as the Start Strong initiative, in reducing maladaptive dating behavior in youth.