Strengthening Resistance Self-Efficacy: Influence of Teaching Approaches and Gender on Different Consumption Groups

Autor/inn/en	Heyne, Thomas; Bogner, Franz X.
Titel	Strengthening Resistance Self-Efficacy: Influence of Teaching Approaches and Gender on Different Consumption Groups
Quelle	In: Journal of Drug Education, 39 (2009) 4, S.439-457 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2379
Schlagwörter	Self Efficacy; Prevention; Intervention; Multivariate Analysis; Peer Influence; Test Construction; Teaching Methods; Low Achievement; Student Centered Curriculum; Drug Use; Gender Differences; Grade 8; Foreign Countries; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Prävention; Vorbeugung; Multivariate Analyse; Testaufbau; Teaching method; Lehrmethode; Unterrichtsmethode; Unterdurchschnittliche Leistung; Drug consumption; Substance abuse; Drogenkonsum; Geschlechterkonflikt; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Statistische Analyse; Deutschland
Abstract	Our study focused on strengthening the individual self-efficacy of low achieving 8th graders reducing drug-specific peer pressure through theoretical and practical training. The subject of the intervention was based on a substance-specific life skills program offering both teacher-centered and student-centered teaching approaches. A cluster analysis identified four consumption groups in our pre-test setting: (1) A "potentially curious" sample; (2) an "actually curious" sample; (3) an "experimenter" sample; and (4) a "consumer" sample. Self-efficacy was measured three times in a pre-, post-, and retention-test design. Only the "potentially curious" sub-sample showed higher resistance self-efficacy, boys and girls revealed no differences. Altogether, a short- and middle-term consistent increase was detected in both teaching methods. Consequences to increase the efficiency of drug prevention measurements are being discussed. (Contains 2 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10