Stephens Peggy C, Sloboda Zili, Grey Scott, Stephens Richard, Hammond Augustine, Hawthorne Richard, Teasdale Brent, Williams Joseph
University of Akron Institute for Health and Social Policy, Polsky 520, Akron, OH 44325-1915, USA.
Health Educ Behav. 2009 Aug;36(4):724-45. doi: 10.1177/1090198107304388. Epub 2008 Sep 22.
Drawing on the elaboration likelihood model of persuasive communication, the authors examine the impact of the perceptions of the instructor or source on students' receptivity to a new substance abuse prevention curriculum. Using survey data from a cohort of students participating in the Adolescent Substance Abuse Prevention Study, the authors use structural equation modeling to determine the effects of the perceptions students have of their program instructor on measures of the targeted program mediators and the use of cigarettes, alcohol, and marijuana. They test these instructor effects after each component of a two-part curriculum is administered (during the seventh and ninth grades). They find that the perceptions of the instructor significantly affect refusal, communication and decision-making skills, normative beliefs, perceived consequences of use, and substance use. The authors discuss the implications of these findings for school-based prevention programming and indications for further research.
作者借鉴说服性沟通的详尽可能性模型，研究了学生对教师或信息源的认知对其接受新的药物滥用预防课程的影响。作者利用参与青少年药物滥用预防研究的一组学生的调查数据，运用结构方程模型来确定学生对项目教师的认知对目标项目调解指标以及香烟、酒精和大麻使用情况的影响。在两部分课程的每个部分实施后（七年级和九年级期间），他们测试了这些教师效应。他们发现，对教师的认知会显著影响拒绝、沟通和决策技能、规范信念、对使用后果的认知以及药物使用情况。作者讨论了这些研究结果对学校预防项目的启示以及进一步研究的方向。
