A Multilevel Study of Schools' Influences on Adolescent Substance Use

实证研究表明，学校对学生物质使用有显著影响。健康促进学校理论(HPS)由Markham和Aveyard在英国提出，它提出了学校背景和个人因素相互作用来影响物质使用的过程。与这一理论相关的两个概念--学校增值地位和学校精神--被用于最近的欧洲研究，以检验学校水平对物质使用的影响。这项拟议的研究将通过三个具体目标将HPS理论应用于美国： 1.建立HPS理论提出的影响青少年物质使用发展的两种学校情境测量的结构效度：由学生学业成绩和逃课的测量得出的“学校增值”，以及由学生对学校氛围的测量得出的“校风”。 2.开展学校层面的横向分析，以(A)审查学校之间在学生报告的药物使用方面的差异程度(即分别评估酒精、烟草和大麻的使用情况)，以及(B)确定学校背景变量、学校增值和学校风气在单独和一起评估时与学校药物使用水平的关系程度，同时控制其他学校层面的变量(如学校规模、学校水平、学校类型)。 3.进行纵向多水平分析，以测试(A)学校增值状况和校风对个人物质使用的独立影响，控制这些学校背景措施的学生层面类比--学校表现和感知的学校氛围--以及先前的物质使用、人口、父母和学校构成措施的影响；以及(B)学校增值状况和学校精神在多大程度上调节每个变量的学生层面类比与物质使用之间的关系。 这项研究将使用在国家青少年健康纵向研究(ADD Health)中收集的具有全国代表性的美国初中生和高中生的纵向数据。将使用因子分析、线性回归和多水平建模来进行测量开发和模型测试。

Empirical research suggests that schools have significant effects on student substance use. Developed in the U.K. by Markham and Aveyard, the Theory of Health Promoting Schools (HPS) proposes processes through which school contextual and individual factors interact to affect substance use. Two constructs related to the theory, school value-added status and school ethos, have been used in recent European studies to examine school-level influences on substance use. The proposed study will apply the Theory of HPS to a U.S. context through three specific aims: 1. To establish construct validity of two measures of school context suggested by the Theory of HPS hypothesized to influence development of adolescent substance use: "school-value-added," derived from measures of student academic achievement and truancy, and "school ethos," derived from student measures of the school climate. 2. To conduct cross-sectional school-level analyses to (a) examine the extent to which there is variation between schools in student-reported substance use (i.e., alcohol, tobacco, and marijuana use assessed separately), and (b) determine the extent to which the school contextual variables, school value-added and school ethos, are related to school levels of substance use when assessed separately and together, controlling for other school-level variables (e.g. school size, school level, school type). 3. To conduct longitudinal multilevel analyses to test (a) the independent effects of school value-added status and school ethos on individual substance use, controlling for the effects of the student-level analogs of these school contextual measures-- school performance and perceived school climate --, as well as prior substance use, demographic, parental, and school compositional measures; and (b) the extent to which school-value added status and school ethos moderate the relationships between the student-level analogs of each variable and substance use. The study will use nationally representative longitudinal data from U.S. middle and high school students collected in the National Longitudinal Study of Adolescent Health (Add Health). Factor analysis, linear regression, and multilevel modeling will be used for measure development and model testing.