Family and Religious Influences on Adolescent Substance Abuse

Bahr, Stephen J.; Hawks, Ricky D.; Wang, Gabe

doi:10.1177/0044118x93024004007

Cited by 99 publications

(52 citation statements)

References 48 publications

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“…Moreover, the path analyses showed that, while parental variables did have some direct effects on their children_s substance use, the parental influences were felt mainly indirectly through differential peer association. Again, these results are similar to the findings from previous studies in the United States (Bahr, Hawks, & Wang, 1993;Brown, Mounts, Lamborn, & Steinberg, 1993;Dishion et al, 1991;Elliott et al, 1985;Hoffman, 1993;Melby et al, 1993;Warr, 1993b;Simons et al, 2004). In addition, the parental and peer variables primarily identified with social learning theory generally had more substantial and statistically significant effects than the parental and peer variables primarily identified with social bonding theory.…”

Section: Conclusion Limitations and Implicationssupporting

confidence: 92%

Parental and Peer Influences on Adolescent Drug Use in Korea

Hwang¹,

Akers

2006

Asian Criminology

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The analysis and findings reported here are from a self-report questionnaire survey of a sample of 1,035 high school students in Pusan, a metropolitan area of South Korea. Multiple regression and path analyses reveal that, for all types of drug behavior among these adolescents, the influence of parental variables was generally less than the influence of the peer variables. Even in South Korean society, where the stability and authority of the family is greater than in American society, peers have a greater influence than do parents on adolescents_ engaging in or refraining from deviant behavior. The findings conform more to the expectations of social learning theory than to those of social bonding theory, and generally replicate findings from research on adolescent drug use in the United States. Further research is clearly needed, but the findings here suggest that the social processes of substance use among adolescents and the theoretical explanations focusing on those processes are not confined to western societies.

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Section: Conclusion Limitations and Implicationssupporting

confidence: 92%

Parental and Peer Influences on Adolescent Drug Use in Korea

Hwang¹,

Akers

2006

Asian Criminology

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“…A weak negative correlation between level of religious commitment and alcohol use was the prototypical empirical finding, although there was some variability in the strength of the association depending on the manner in which religiosity was measured (eg, affiliation or frequency of attendance) and what other variables were included in prediction equations. For example, after including the variables of parental monitoring and family drug use, Bahr et al 114 reported that religious importance was not significantly associated with peer drug use or current adolescent substance use. Therefore, level of religiosity, by itself, may not be a consistent potent predictor of adolescent alcohol use.…”

Section: Religiositymentioning

confidence: 99%

Transitions Into Underage and Problem Drinking: Developmental Processes and Mechanisms Between 10 and 15 Years of Age

et al. 2008

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Numerous developmental changes occur across levels of personal organization (eg, changes related to puberty, brain and cognitive-affective structures and functions, and family and peer relationships) in the age period of 10 to 15 years. Furthermore, the onset and escalation of alcohol use commonly occur during this period. This article uses both animal and human studies to characterize these multilevel developmental changes. The timing of and variations in developmental changes are related to individual differences in alcohol use. It is proposed that this integrated developmental perspective serve as the foundation for subsequent efforts to prevent and to treat the causes, problems, and consequences of alcohol consumption. D URING THE DEVELOPMENTAL period spanning 10 to 15 years of age, considerable changes occur in biological, cognitive, emotional, and social processes, as well as physical and social contexts. These changes occur across different levels of personal organization, including overt physical appearance (eg, increases in physical size), refinements in the structure and function of the central nervous system (CNS), and maturational changes in the internal hormonal and neurophysiological milieus. By age 10, most adolescents have begun the rapid changes of puberty, as defined by changes in secretory patterns of the gonadal steroids. These hormonal changes are accompanied by dramatic changes in height as well as readily visible changes in body composition and secondary sexual characteristics, with overt physical differences between the genders becoming increasingly apparent.Whereas some personal changes are closely aligned with chronological age, such as attendance at elementary, middle, or high school, others are more closely tied to variations in the timing of events (pubertal onset) and/or developmental stages, such as interest in the opposite gender and relative peer influences. As a result, different aspects of personal development take place at different times, and different individuals mature in different dimensions at different times. For example, pubertal development may occur at a different time than does the socialcognitive development necessary for intimate relationships. The physical and emotional changes associated with pubertal development occur over a considerable age range. Adolescents who begin puberty relatively early may experience processes postulated to be associated with puberty, such as heightened emotional states and greater influences of external stimuli, sooner than they have the cognitive and emotional abilities to control consistently behaviors that develop as a function of the maturation of brain regions and collaborative brain networks.The average age of puberty has decreased over the past century, whereas the average age of assumption of adult roles has increased because of prolonged education by more youths and later age of initial marriage. These changes have heightened the significance of understanding adolescence along the multiple continua of physical, cogniti...

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“…Rollins and Thomas (1979) found that high parental control were associated with high achievement. Religiosity as an aspect of the family environment is another independent variable possibly influencing academic achievement (Bahr, Hawks, & Wang, 1993). Cassidy and Lynn (1991) explored how family environment impacts motivation and achievement.…”

Section: Introductionmentioning

confidence: 99%

The Quality of Learning Environment and Academic Performance from a Student’s Perception

Kamaruddin¹,

Zainal²,

Aminuddin³

et al. 2009

IJBM

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The study determined how students assess the various components of their learning environment. It also identified how the learning environment affects students' learning outcomes. A sample of 370 randomly selected students was taken from a population of Bumiputera's students. Data analysis was done using descriptive statistics and Product Moment Correlation. Findings revealed that students could assess the four components that contribute to their academic performance, which is: facilities provided (11 items), housing environment, parents motivation, school and teacher factors. Housing environment and parent's motivation has the highest assessment while facilities provided at home have the least. The results also showed that only two components of the learning environment are positively correlated with students' academic performance that is housing environment and school/teacher involvement. The findings are discussed with a view to improve the quality of the learning environment, subsequent academic performance.

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Family and Religious Influences on Adolescent Substance Abuse

Cited by 99 publications

References 48 publications

Parental and Peer Influences on Adolescent Drug Use in Korea

Parental and Peer Influences on Adolescent Drug Use in Korea

Transitions Into Underage and Problem Drinking: Developmental Processes and Mechanisms Between 10 and 15 Years of Age

The Quality of Learning Environment and Academic Performance from a Student’s Perception

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