Master's Theses

Department

Social Work

Degree Name

Master of Science (MS)

Abstract

The purpose of the researcher was to investigate high school students' attitude toward and use of alcohol. The following independent variables were investigated: gender, grade level, peer attitude, parental attitude, and knowledge of alcohol. Alcohol questionnaire scores for Use of Alcohol and Attitude Toward Drinking were employed as dependent variables. The sample consisted of 191 students. Five composite null hypotheses and one null hypothesis were tested at the .05 level. A status survey factorial design was employed using a three-way analysis of variance (general linear model) for the composite null hypotheses and one null hypothesis was tested employing a t-test for correlation coefficient. Of the 36 comparisons, 11 were main effects and 26 were interactions. Of the 11 main effects, 8 were statistically significant at the .05 level. None of the 26 interactions were statistically significant at the .05 level. The results of the present study appeared to support the following generalizations: 1. a more positive peer attitude toward alcohol is associated with a more positive attitude toward drinking; 2. a more positive peer attitude toward alcohol is associated with higher use of alcohol; 3. a more positive parental attitude toward alcohol is associated with a more positive attitude toward drinking; 4. a more positive parental attitude toward alcohol is associated with higher use of alcohol; 5. males have more positive attitude toward drinking than females; 6. males have higher use of alcohol than females; 7. an increase in grade level is associated with a more positive attitude toward drinking; 8. there is no association between grade level and use of alcohol; 9. knowledge of alcohol is not associated with attitude toward drinking; 10. knowledge of alcohol is not associated with use of alcohol ; and 11. there is a positive association between attitude toward drinking and use of alcohol.

Keywords

Counseling

Advisor

Dr. Bill C. Daley

Date of Award

Summer 1994

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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