University of North Carolina Greensboro, Greensboro, NC, USA.
Piedmont Research Strategies, Greensboro, NC, USA.
Prev Sci. 2023 Jul;24(5):985-998. doi: 10.1007/s11121-023-01548-8. Epub 2023 Jun 26.
The goal of the current study is to examine the degree to which measures of quality of implementation and student engagement moderate pretest-posttest changes in mediating variables that are targeted by DARE "keepin' it REAL." DARE officers (10 elementary school, five middle school) taught DARE "keepin' it REAL lessons to 1,017 elementary students (480 boys and 534 girls) and 435 middle school students (217 boys and 215 girls). We examined teachers' and students' ratings of elementary and middle schools in response to DARE officers' delivery of the program. HLM analyses revealed that students' engagement was a significant and meaningful predictor of changes in targeted mediators. Teachers' ratings of student responsiveness added little in terms of understanding these outcomes with main effects observed only for students' ability to respond to bulling and students' estimates of peer drug use. Teachers' ratings of the quality of officer implementation, on the other hand, did add to understanding students' outcomes. Effects were seen for three (peer norms about drug use, decision-making (DM) skills, intentions to avoid drug use) out of six outcome variables and suggest a stronger positive effect for elementary versus middle school students. At least for these three outcomes, understanding quality of implementation added to our ability to interpret results. Specifically, in addition to students' engagement, quality of implementation (which varied by grade) contributed to achieving positive changes in students' outcomes.
本研究的目的是检验实施质量和学生参与度这两个指标在多大程度上可以调节“保持真实”（DARE“keepin' it REAL”）项目所针对的中介变量的前后测变化。10 名小学和 5 名中学的禁毒教育官员向 1017 名小学生（480 名男生和 534 名女生）和 435 名中学生（217 名男生和 215 名女生）教授了“保持真实”课程。我们考察了教师和学生对禁毒教育官员实施该项目的小学和中学的评价。多层线性分析显示，学生的参与度是目标中介变量变化的一个重要且有意义的预测因素。只有学生对欺凌的反应能力和学生对同伴吸毒的估计这两个方面观察到主效应，学生的反应能力与这些结果有关。另一方面，教师对警官实施质量的评价对理解这些结果也有一定的作用。在六个结果变量中，有三个（关于药物使用的同伴规范、决策技能、避免药物使用的意图）观察到效果，这表明小学学生比中学学生的效果更强。至少对于这三个结果，理解实施质量增加了我们解释结果的能力。具体来说，除了学生的参与度外，实施质量（因年级而异）也有助于实现学生结果的积极变化。
