Journal of Drug Education Volume: 39 Issue: 4 Dated: 2009 Pages: 439-457
This study aimed to develop and implement a drug prevention program using different teaching approaches that corresponded to a school's particular curriculum and to examine whether these different approaches affected students' individual self-efficacy.
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. Tables, figures, appendixes, and references (Published Abstract)
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Julia Krempa, 26 Austin Avenue, P.O. Box 337, Amityville, NY 11701, United States
United States of America