Mauss A L, Hopkins R H, Weisheit R A, Kearney K A
Department of Sociology, Washington State University, Pullman 99164-4020.
J Stud Alcohol. 1988 Jan;49(1):51-61. doi: 10.15288/jsa.1988.49.51.
Junior and senior high-school students completed a questionnaire, either once or twice (in successive years), providing measures of variables in three principal sets: (1) curricular variables, those typically addressed in contemporary alcohol education programs (knowledge about alcohol, attitudes toward alcohol, decision-making skills and self-esteem); (2) drinking behavior; and (3) noncurricular variables (demographic and social-psychological traits that typically characterize students before they are exposed to alcohol education programs). Bivariate analyses suggested that the curricular variables are related to drinking behavior, whereas multivariate analyses indicated that these same variables contribute little to the explanation of adolescent drinking when adjusted for the noncurricular variables, most of which are logically and/or chronologically prior to curriculum exposure. It is concluded that contemporary alcohol education programs do address variables that, when considered alone, appear to be related to drinking. However, these same variables make such a small independent contribution to drinking behavior that it is unlikely even a highly successful classroom intervention directed at these variables would do much to prevent alcohol use or abuse by youth.
初中生和高中生完成了一份问卷，调查进行了一次或两次（连续两年），涉及三个主要变量集的测量：（1）课程变量，即当代酒精教育项目中通常涉及的变量（关于酒精的知识、对酒精的态度、决策技能和自尊）；（2）饮酒行为；（3）非课程变量（在接触酒精教育项目之前，学生通常具有的人口统计学和社会心理特征）。双变量分析表明，课程变量与饮酒行为有关，而多变量分析表明，在对非课程变量进行调整后，这些相同的变量对青少年饮酒的解释作用很小，其中大多数在逻辑上和/或时间顺序上先于课程接触。研究得出结论，当代酒精教育项目确实涉及一些单独来看似乎与饮酒有关的变量。然而，这些相同的变量对饮酒行为的独立贡献非常小，以至于即使针对这些变量进行非常成功的课堂干预，也不太可能对预防青少年饮酒或酗酒有太大作用。
