Children's Decisions About Substance Use: An Application and Extension of the Theory of Reasoned Action1

This research examines the applicability of Fishbein and Ajzen's (1975) theory of reasoned action (TRA) to intentions to use cigarettes and alcohol among 5th- and 6th-grade students. It also addresses the question of unidimensionality of outcome beliefs and referent norms. Results suggest that the TRA model describes children's decision making well, although the ability of income and race to add to prediction, net of the effects of attitude and perceived norm, are contrary to the theory's prediction. In addition, we find support for multidimensional components of both attitude and norm for both behaviors.     

An investigation of the validity of the SPSI and SPSI-R in differentiating high-suicidal from depressed,low-suicidal college students

The present study examined the validity of the Social Problem-Solving Inventory (SPSI) and SPSI—Revised in differentiating 65 high-suicidal from 63 depressed, low-suicidal college students. Results from multivariate analyses indicated overall differences in problem-solving between these two groups as measured by the SPSI but not by the SPSI-R. Further examination of these differences revealed the high-suicidal group was different in problem-solving orientation, rather than problem-solving skills, compared to the depressed, low-suicidal group. However, when depression was statistically controlled in hierarchical regression analyses, none of the problem-solving measures predicted group membership. The superiority of the SPSI to the SPSI-R in differentiating these two groups appears to be accounted for by the elimination of 28 items in the revised version, many of which measure orientation to problem-solving. Also explored was the possibility that objective measures of problem-solving provide a better prediction of adjustment than do self-report measures.     

Empirically defined symptom scales using the DISC 2.3

Empirically defined scales of depressive, attention deficit hyperactivity disorder, oppositional-defiant disorder, and conduct symptoms from the lay-administered National Institute of Mental Health (NIMH) Diagnostic Interview Schedule for Children (DISC), version 2.3, and evidence of their reliability and validity, are presented. The scales were developed using factor analyses of data obtained from an epidemiologic survey of over 1,200 children drawn from four sites across the U.S. and Puerto Rico (the NIMH Methods for the Epidemiology of Child and Adolescent Mental Disorders, or MECA Study). Their psychometric properties were tested in a subsample of children reinterviewed by clinicians. The findings support the use of these continuous measures. The scales are strongly related to the diagnostic categories and show good test-retest reliability. The scales can be used to characterize severity in children with diagnoses and to describe problems and symptoms in children without diagnoses. Because these scales can measure gradations in symptomatology, they may be more useful than categorical measures. Like categorical measures, the scales based on the DISC are greatly influenced by the informant, whether child or parent.This research was supported by grant MH-46732 from the National Institute of Mental Health, Bethesda, Maryland.The MECA Program is an epidemiologic methodology study performed by four independent research teams in collaboration with staff of the Division of Clinical Research, which was reorganized in 1992 with components now in the Division of Epidemiology and Services Research and the Division of Clinical and Treatment Research, of the NIMH, Rockville, Maryland. The NIMH Principal Collaborators are Darrel A. Regier, MD, MPH, Ben Z. Locke, MSPH, Peter S. Jensen, MD, William E. Narrow, MD, MPH, and Donald S. Rae, MA; the NIMH Project Officer was William J. Huber. The Principal Investigators and Coinvestigators from the four sites are as follows: Emory University, Atlanta, Georgia, UO1 MH46725: Mina K. Dulcan, MD, Benjamin B. Lahey, PhD, Donna J. Brogan, PhD, Sherryl Goodman, PhD, and Elaine Flagg, PhD; Research Foundation for Mental Hygiene at New York State Psychiatric Institute (Columbia University), New York, New York, UO1 MH46718: Hector R. Bird, MD, David Shaffer, MD, Myrna Weissman, PhD, Patricia Cohen, PhD, Denise Kandel, PhD, Christina Hoven, PhD, Mark Davies, MPH, Madelyn S. Gould, PhD, and Agnes Whitaker, MD; Yale University, New Haven, Connecticut, UO1MH46717: Mary Schwab-Stone, MD, Philip J. Leaf, PhD, Sarah Horwitz, PhD, and Judith H. Lichtman, MPH; University of Puerto Rico, San Juan, Puerto Rico, UO1 MH46732: Glorisa Canino, PhD, Maritza Rubio-Stipec, MA, Milagros Bravo, PhD, Margarita Alegría, PhD, Julio Ribera, PhD, Sarah Huertas, MD, and Michael Woodbury, MD.The authors gratefully acknowledge Zenaida González and José Martínez who performed the data nalayses, as well as Elizabeth Pastrana, and Felícita Laboy, secretaries, for their valuable contributions to this work.     

Correlates of Marijuana Use Among College Students1

Students who have smoked marijuana are compared with non-users on a variety of attitudinal and demographic characteristics. Approximately 36% of the sample of over 5,000 college students from a national survey report usage of the drug. The major demographic characteristics that separate users from non-users are religious affiliation, region of the country, and sex. With respect to collegiate institutions, the selectivity of the institution, the students' academic aspirations, and grade-point average all prove to play a significant role. Anti-war activities and sentiments also prove highly significant. A Multiple Classification Analysis (MCA), which compares the relative contribution of each variable to drug usage, shows that anti-war protest, religious affiliation, and sex are the most significant predictors of marijuana usage. A variety of mechanisms playing a possible role in fostering drug use are discussed.     

Uncertainty and social comparison

Two experimetnal tests were conducted of a model which predicts social comparison choices of extreme scores on a personality inventory. In groups of nine, subjects completed a bogus personality inventory that ostensibly measured a desirable or undesirable trait, and were told that either the highest or the lowest obtained score was a positive instance of the trait. The highest score was located for the subjects either with certainty or uncertainty, and the two experiments employed different manipulations of this factor. In both experiments the pattern of subjects' social comparison choices of other subjects' scores was fit best by a model comprising main effects of each factor and interactions between desirability and positive instance and between desirability and certainty.     

TESTS OF THE “CARPENTERED WORLD” HYPOTHESIS BY RACE AND ENVIRONNEMENT IN AMERICA AND ZAMBIA1

La sensibilité aux illusions optico-géométriques est-elle un trait héréditaire ou dérive-t-elle de facteurs d'environnement ? Ces deux hypothèses — hypothèse physiologique de Pollack et hypothèse écologique de Segall et al. — ont été examinées à l'aide des illusions de Muller-Lyer et de Sander appliquées à un échantillon américain et cinq échantillons zambiens. Dans le premier cas, on a étudié l'effet des variations de pigmentation rétinienne en milieu constant; en Zambie, au contraire, la variable raciale étant contrôlée, on a observé l'influence de différentes écologies (degré de “charpentisation” du milieu). Les résultats ne révèlent aucun effet significatif dû à la pigmentation rétinienne et appuient l'hypothèse de l'influence écologique. l'effet de la variable âge est aussi confirmé, la suggestibilité diminuant avec l'âge, tandis qu'apparaît un effet peu remarqué jusqu'ici, celui du sexe, les femmes se montrant moins sensibles à l'illusion.     

Effects of an Accelerated Reading Course on SAT-V Scores

3 groups of university freshmen took the SAT-V before and after a course in Accelerated Reading. The mean post-test scores for 2 groups increased slightly less than 10 points, while the mean post-test score for the third group decreased significantly. It is concluded that for the type of students used in this study, a course emphasizing speed and accuracy of reading is not of value in increasing scores on the verbal part of the Scholastic Aptitude Test.