Do alcohol expectancy outcomes and valuations mediate peer influences and lifetime alcohol use among early adolescents?

Building on the theory of reasoned action (I. Ajzen & M. Fishbein, 1973, 1980; M. Fishbein & I. Ajzen, 1975) and expectancy theory, the authors examined the mediating role of alcohol expectancies in adolescent drinking behaviors by testing whether alcohol expectancy outcomes and valuations (the extent to which these outcomes are perceived as good or bad) mediate the association between peer influences and lifetime alcohol use. Early adolescents (N = 904) from 2 public middle schools in western Michigan completed a battery of questionnaires. Overall, results showed that alcohol expectancies and valuations partially mediated the relations between peer influences (peer use and peer approval) and lifetime alcohol use. The findings suggest that associating with peers who are perceived as using alcohol and approving of drinking may influence adolescents' alcohol expectancies. The authors briefly discuss future research directions and implications for prevention.

Acculturation and substance use among Hispanic early adolescents: investigating the mediating roles of acculturative stress and self-esteem.

We examined the extent to which Hispanic orientation and American orientation are associated with substance use (cigarette, alcohol, and marijuana) both directly and indirectly through acculturative stress and self-esteem. Participants were 347 Hispanic early adolescents (50.7% male; mean age = 12.57, SD = 0.92, range 11-15) from two middle schools in western Michigan. Findings showed that self-esteem emerged as the most consistent predictor of likelihood and extent of substance use. Ethnic identity was positively related to risk for substance use, and acculturative stress and self-esteem mediated the relationships of Hispanic cultural orientation to alcohol use. Self-esteem was the most important protective factor against substance use, and as such, we conclude that prevention programs designed to address precocious substance use that incorporate a self-esteem building component could prove useful among Hispanic early adolescents residing in monocultural contexts within the United States.

Ethnic identity and acculturation in Hispanic early adolescents: mediated relationships to academic grades, prosocial behaviors, and externalizing symptoms.

This study examined acculturative stress and self-esteem as mediators of the association of ethnic identity and acculturation with psychosocial outcomes. The study sample consisted of 347 Hispanic adolescents in a "new" immigrant-receiving community in the Midwest. The authors expected acculturation to influence psychosocial adjustment through acculturative stress and ethnic identity to influence psychosocial adjustment through self-esteem. Results indicated that relationships of ethnic identity to academic grades and to externalizing symptoms were mediated by self-esteem and that both U.S. and Hispanic acculturation orientations were directly associated with prosocial behavior. The relationships of U.S. cultural orientation to academic grades and to behavior problems were mediated through acculturative stress and self-esteem. Implications of these findings for the study of Hispanics in more monocultural receiving communities are discussed.

Input that contradicts young children's strategy for mapping novel words affects their phonological and semantic interpretation of other novel words.

Children tend to choose an entity they cannot already label, rather than one they can, as the likely referent of a novel noun. The effect of input that contradicts this strategy on the interpretation of other novel nouns was investigated. In pre- and posttests, 4-year-olds were asked to judge whether novel nouns referred to "name-similar" familiar objects or novel objects (e.g., whether japple referred to an apple or a binder clip). During an intervening treatment phase, they were asked to pick the referents of novel nouns from pairs of familiar objects (Experiments 1 and 3) or were taught subordinate names for familiar objects (Experiment 2). Most resisted the lure of phonological similarity in the pretest but increased selection of name-similar familiar objects over novel ones in the posttest. In Experiment 3, which involved monosyllables that differed in initial phoneme from the familiar words, treatment produced this effect only when accompanied by a rhyme-sensitization procedure. Experiment 2 included two other age groups: 2-year-olds, who were less resistant to phonological similarity in the pretest and responded to the treatment like the 4-year-olds; and adults, who nearly always selected the novel objects in the pretest and posttest. For children, the impact of treatment was positively associated with ability to detect phonological similarity and negatively associated with vocabulary size.