TESTING THE GENERALIZABILITY OF INTERVENING MECHANISM THEORIES - UNDERSTANDING THE EFFECTS OF ADOLESCENT DRUG-USE PREVENTION INTERVENTIONS
TESTING THE GENERALIZABILITY OF INTERVENING MECHANISM THEORIES - UNDERSTANDING THE EFFECTS OF ADOLESCENT DRUG-USE PREVENTION INTERVENTIONS
复制标题
DOI：
10.1007/bf01858105
复制
发表时间：
1994-04-01
影响因子：
3.1
通讯作者：
HANSEN, WB
中科院分区：
文献类型：
--
作者：
DONALDSON, SI;GRAHAM, JW;HANSEN, WB
结果研究表明，基于社会影响理论的毒品预防方案往往可以预防青少年吸毒的发生。然而，很少有人知道经验的过程中，他们有他们的影响。本研究旨在探讨两种预防青少年毒品使用计画模式的干预机制理论。分析的基础上，共3077名五年级学生参加青少年酒精预防试验显示，规范教育和阻力训练激活的因果过程，他们的目标。虽然信念的流行和可接受性显着，介导的规范教育对随后的青少年吸毒的影响，阻力技能并没有显着预测随后的吸毒。更令人印象深刻的是，这种结果模式在性别、种族、背景（公立与私立学校的学生）、药物（酒精、香烟和大麻）和风险水平方面几乎是相同的，并且随着时间的推移而持久。这些研究结果强烈表明，成功的基于社会影响的预防计划可能主要是由他们的能力，以促进社会规范，减少青少年的社会动机，开始使用酒精，香烟和大麻。
Outcome research has shown that drug prevention programs based on theories of social influence often prevent the onset of adolescent drug use. However, little is known empirically about the processes through which they have their effects. The purpose of the present study was to evaluate intervening mechanism theories of two program models for preventing the onset of adolescent drug use. Analyses based on a total of 3077 fifth graders participating in the Adolescent Alcohol Prevention Trial revealed that both normative education and resistance training activated the causal processes they targeted. While beliefs about prevalence and acceptability significantly, mediated the effects of normative education on subsequent adolescent drug use, resistance skills did not significantly predict subsequent drug use. More impressively, this pattern of results was virtually the same across sex, ethnicity, context (public versus private school students), drugs (alcohol, cigarettes, and marijuana) and levels of risk and was durable across time. These findings strongly suggest that successful social influence-based prevention programs may be driven primarily by their ability to foster social norms that reduce an adolescent's social motivation to begin using alcohol, cigarettes, and marijuana.