Explaining Substance Use among Puerto Rican Adolescents: A Partial Test of Social Learning Theory

Abstract

This study examines the cross-cultural efficacy of social learning theory as it relates to substance use among Puerto Rican adolescents. Using data from a self-report survey of high school students attending private and public schools in San Juan, Puerto Rico, we compare the relative effects of personal and peer definitions (differential association) on substance use. Results indicate that statistical differences exist between public and private school respondents on all three outcomes (cigarette, alcohol, and marijuana use) and the two aspects of social learning theory, definitions and differential association. After controlling for demographic factors, peer definitions are shown to have the greatest effect on likelihood of substance use. Students who perceive greater peer approval of substance use are far more likely to report lifetime cigarette, alcohol, and marijuana use regardless of their own personal definitions of such behavior. Sex differences are also discussed.