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Health Education & Behavior
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Article

Is the Receptivity of Substance Abuse Prevention Programming Affected by Students' Perceptions of the Instructor?

Peggy C. Stephens, PhD1*, Zili Sloboda, ScD1, Scott Grey, MS2, Richard Stephens, PhD1, Augustine Hammond, PhD3, Richard Hawthorne, PhD4, Brent Teasdale, PhD1, and Joseph Williams, PhD1

1 University of Akron, Ohio
2 Case Western Reserve University, Cleveland, Ohio
3 Augusta State University, Georgia
4 University of Akron, Ohio (retired)

* To whom correspondence should be addressed. E-mail: tonkin{at}uakron.edu.


  Abstract
Drawing on the elaboration likelihood model of persuasive communication, the authors examine the impact of the perceptions of the instructor or source on students’ receptivity to a new substance abuse prevention curriculum. Using survey data from a cohort of students participating in the Adolescent Substance Abuse Prevention Study, the authors use structural equation modeling to determine the effects of the perceptions students have of their program instructor on measures of the targeted program mediators and the use of cigarettes, alcohol, and marijuana. They test these instructor effects after each component of a two-part curriculum is administered (during the seventh and ninth grades). They find that the perceptions of the instructor significantly affect refusal, communication and decision-making skills, normative beliefs, perceived consequences of use, and substance use. The authors discuss the implications of these findings for school-based prevention programming and indications for further research.

First published on September 22, 2008, doi:10.1177/1090198107304388

Health Education & Behavior 2009;36:724.

A more recent version of this article appeared on August 1, 2009

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