The Relationship between Parental Monitoring, Peer Pressure, and Motivations for Responsible Drinking among Italian Adolescents: The Mediating Role of Positive Alcohol Expectancies.

IF 1.7 4区 心理学 Q3 PSYCHOLOGY
Maria G Bartolo, Anna L Palermiti, Rocco Servidio, Pasquale Musso, Flaviana Tenuta, Maria F Amendola, Angela Costabile, Cristiano Inguglia
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引用次数: 2

Abstract

This study investigated the associations between parental monitoring, peer pressure, and motivations for responsible drinking, while also taking the mediating role of positive alcohol expectancies into account. The participants were 579 Italian adolescents, aged 14-20 years (M = 16.39 years, SD = 1.27; 55.3% females), involved in a cross-sectional survey. They were administered online self-report questionnaires. Structural equation modeling revealed both direct and indirect positive associations between study variables. Parental monitoring was positively associated, both directly and indirectly, with adolescents' motivations for responsible drinking through the mediation of positive alcohol expectancies; peer pressure was negatively and indirectly associated with adolescents' motivations for responsible drinking, via the mediating role of positive alcohol expectancies. Findings highlighted the importance of environmental factors with regard to motivations for responsible drinking, suggesting the opportunity to implement prevention programs to improve parental monitoring and increase adolescents' skills to manage peer pressure and to develop realistic expectancies about drinking.

父母监督、同伴压力和意大利青少年负责任饮酒动机之间的关系:积极酒精预期的中介作用。
本研究调查了父母监督、同伴压力和负责任饮酒动机之间的关系,同时也考虑了积极饮酒预期的中介作用。研究对象为579名14-20岁的意大利青少年(M = 16.39岁,SD = 1.27;55.3%女性),参与横断面调查。他们接受了在线自我报告问卷调查。结构方程模型揭示了研究变量之间的直接和间接正相关关系。通过积极的酒精预期,父母监督直接或间接地与青少年负责任饮酒的动机呈正相关;同伴压力通过积极的酒精预期的中介作用,与青少年负责任饮酒的动机负向和间接相关。研究结果强调了环境因素在理性饮酒动机方面的重要性,提出了实施预防计划的机会,以改善父母的监督,提高青少年管理同伴压力的技能,并对饮酒形成现实的期望。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
期刊介绍: The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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