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.
Get full access to this article
View all access options for this article.
References
1.
AndersbergM. R. (1973). Cluster analysis for applications. New York: Academic Press.
BanduraA. (1986). Social foundations of thought and action. A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
4.
BanduraA. (1997). Self-efficacy. The exercise of control. New York: Freeman.
5.
BaumannK. E.EnnettS. T. (1994). Peer influence on adolescent drug use. American Psychologist, 49, 820–822.
6.
BellR. M.EllicksonP. L.HarrisonE. R. (1993). Do drug prevention effects persist into high school? How project ALERT did with ninth graders. Preventive Medicine, 22, 463–483.
7.
CohenJ. (1988). Statistical power analysis for the behavioral science, Hillsdale, NJ: Erlbaum.
8.
DuitR.GropengießerH.KattmannU. (2005). Towards science education research that is relevant for improving practice: The model of educational reconstruction. In FischerH. (Ed.), Developing Standards in Research on Science Education (pp. 1–9). London: Taylor & Francis.
9.
EllicksonP. L.BellR. M. (1990). Drug prevention in junior high: A multisite longitudinal test. Science, 247, 1299–1305.
10.
EllicksonP. L.BellR. M.McGuiganK. (1993). Preventing adolescent drug use: Long-term results of a junior high program. American Journal of Public Health, 83(6), 856–861.
11.
EllicksonP. L.HaysR. D. (1991). Beliefs about resistance self-efficacy and drug prevalence: Do they really affect drug use?International Journal of the Addictions, 25, 1353–1378.
12.
EllicksonP. L.HaysR. D. (1992). On becoming involved with drugs: Modeling adolescent drug use over time. Health Psychology, 11, 377–385.
13.
FlammerA. (1995). Developmental analysis of control beliefs. In BanduraA. (Ed.), Self-efficacy in changing societies (pp. 69–113). Cambridge: Cambridge University Press.
14.
FreitagM.KähnertH.HurrelmannK. (1999). Gesundheits- und drogenpolitische Schlussfolgerungen für Familie, Schule und Gesellschaft [Health- and drug-political conclusions for family, school and society]. In FreitagM.HurrelmannK. (Eds.), Illegale alltagsdrogen. Cannabis, ecstasy, speed und LDS im Jugendalter [Illegal drugs. Cannabis, ecstasy, speed and LSD in adolescence] (pp. 203–235). Weinheim, Germany: Juventa.
15.
German Federal Centre of Health Education. (2004). Die Drogenaffinität Jugendlicher in der Bundesrepublik Deutschland 2004. Eine Wiederholungsbefragung der BZgA [The drug affinity of youngsters in Germany. A recurring survey of the BZgA]. Köln, Germany: Bundeszentrale für gesundheitliche Aufklärung (BZgA).
16.
HansenW. B.GrahamJ. W.WolkensteinB. H.RohrbachL. A. (1991). Program integrity as a moderator of prevention program effectiveness: Results for fifth-grade students in the adolescent alcohol prevention trial. Journal of Studies on Alcohol, 52, 568–579.
17.
HaysR. D.EllicksonP. L. (1990). How generalizable are adolescents' beliefs about pro-drug pressures and resistance self-efficacy?Journal of Applied Social Psychology, 20, 321–340.
18.
HeyneT.BognerF. X. (2008, submitted). Guided learning at workstations about drug-prevention with low achievers in science education. Journal of Research in Science Teaching.
19.
JerusalemM. (1990). Persönliche ressourcen, vulnerabilität und stresserleben [Personal resources, vulnerability and stress experience]. Göttingen: Hogrefe.
20.
JerusalemM.SchwarzerR. (1986). Selbstwirksamkeit. In SchwarzerR. (Ed.), Skalen zur Befindlichkeit und Persönlichkeit (pp. 15–28). Berlin: Institut für Psychologie, Freie Universität Berlin.
21.
KähnertH. (2003). Evaluation des schulischen Lebenskompetenzprogramms “Erwachsen werden” [Evaluation of the life skills program “Growing up”]. Bielefeld, Germany: Dissertation. Universität Bielefeld.
22.
KemberD.GowL. (1994). Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, 65(1), 58–74.
23.
KraemerH. C.AndrewsG. (1982). A nonparametric technique for meta-analysis effect size calculation. Psychological Bulletin, 91(2), 404–412.
24.
LienertG. A.RaatzU. (1998). Testaufbau und Testanalyse [Test construction and test analysis]. Weinheim, Psychologie.
25.
LordT. R. (2001). 101 Reasons for using cooperative learning in biology teaching. The American Biology Teacher, 63, 30–38.
26.
MarlattG. A.BaerJ. S.QuigleyL. A. (1995). Self-efficacy and addictive behaviour. In BanduraA. (Eds.), Self-efficacy in changing societies (pp. 298–311). Cambridge: Cambridge University Press.
27.
Musher-EizenmanD. R.HolubS. C.ArnettM. (2003). Attitude and peer influences on adolescent substance use: The moderating effect of age, sex, and substance. Journal of Drug Education, 33(1), 1–23.
28.
NorusisM. J. (1993). SPSS for Windows professional statistics release 6.0. Chicago: SPSS Inc.
29.
PerryC.KelderS. H.MurrayD. M.KleppK. (1992). Communitywide smoking prevention: Long-term outcomes of the Minnesota Heart Health Program and the class of 1989 study. American Journal of Public Health, 82, 1210–1216.
30.
PintrichP. R.MarxR. W.BoyleR. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.
31.
RandlerC.BognerF. X. (2006). Cognitive achievement in identification skills. Journal of Biological Education, 40(3), 1–5.
32.
RobinsonS. E.GloriaA. M.RothS. A.SchuetterR. M. (1993). Patterns of drug use among female and male undergraduates. Journal of College Student Development, 34, 130–137.
33.
RostD. H. (2005). Interpretation und bewertung pädagogisch-psychologischer Studien [Interpretation and assessment of educational-psychological studies]. Weinheim und Basal, Germany: Beltz.
34.
SchaalS.BognerF. X. (2005). Human visual perception-learning at workstations. Journal of Biological Education, 40(1), 32–37.
35.
ScholzU.Gutierrez-DonaB.SudS.SchwarzerR. (2002). Is general self-efficacy a universal construct? Psychometric findings from 25 countries. European Journal of Psychological Assessment, 18(3), 242–251.
36.
SchwarzerR. (1994). Optimistische kompetenzerwartung: Zur bewältigung einer personalen bewältigungsressource [Optimistic self-beliefs: For the coping of a personal coping resource]. Diagnostica, 40(2), 105–123.
37.
SchwarzerR.BornA. (1997). Optimistic self-beliefs: Assessment of general perceived self-efficacy in thirteen cultures. World Psychology, 3, 177–190.
38.
SchwarzerR.JerusalemM. (1999). Skalen zur erfassung von lehrer- und schüler-merkmalen [Scales for the measurement of teacher- and student's features]. Berlin: Freie Universität Berlin.
39.
StacyA. W.SussmannS.DentC. W.BurtonD.FlayB. R. (1992). Moderators of peer social influence in adolescent smoking. Personality and Social Psychology Bulletin, 18, 163–172.
40.
SturmH.BognerF. X. (2008). Student-oriented versus teacher-centred: The effect of learning at workstations about birds and bird flight on cognitive achievement and motivation. International Journal of Science Education, 30(7), 941–959.
41.
ToblerN. S. (1986). Meta-analysis of 143 adolescent drug prevention programs: Quantitative outcome results of program participants compared to a control or comparison group. Journal of Drug Issues, 16(4), 537–567.
42.
WilmsH.WilmsE. (2006). Erwachsen werden: Life-skills-programm für schülerinnen und schüler der sekundarstufe I [Growing up: Life skills programs for students]. Wiesbaden, Germany: Schürmann + Klagges.
43.
ZöfelP. (2002). Statistik verstehen. Ein begleitbuch zur computergestützten anwendung. [Understanding Statistics. An accompanying book for computer-supported utilization]. München, Germany: Addison-Wesley.
