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Authoritative Parenting and Drug-Prevention Practices: Implications for Anti-Drug Ads for Parents
Unformatted Document Text:  Drug Prevention Practices 11 drugs; (d) closely monitoring your child’s daily activities; (e) requiring your child to be home by a specific time; (f) knowing what your child’s plans are for the coming day; and (g) personally knowing your child’s friends well. Because of an inherent problem with multicollinearity, an exploratory factor analysis was conducted on the 14 attitude items. Principal axis factor extraction, promax rotation with Kaiser normalization, and a convergence criterion of 25 iterations were used. Three factors with eigenvalues greater than 1.0 were retained. The first factor, labeled attitudes toward monitoring, consisted solely of the two attitude items about monitoring (r = .79). In the factor pattern matrix, these two items loaded .77 and .82. The second factor, labeled attitudes toward talking about drugs, consisted of five items measuring attitudes about family rules, discussing drug-resistance strategies, and talking with children about people you know who have been in trouble because of drugs ( = .92). In the factor pattern matrix, these five items loaded .77 to .90. The third factor, labeled attitudes toward being aware of your child’s environment, consisted of five items measuring attitudes about knowing your child’s friends, knowing your child’s plans for the coming day, and requiring your child to be home at a set time ( = .91). In the factor pattern matrix, these five items loaded .61 to .98. Two attitude items were removed because of double-loadings. These three attitudinal measures were employed in subsequent analyses. Subjective norms. Seven items assessed parents’ subjective norm with regard to seven different drug prevention behaviors. On a 1 (strongly disagree) to 7 (strongly agree) scale, participants were asked: (a) those people who are important to me think I should discuss family rules about drug use with my child in the next six months; (b) those who are important to me

Authors: Stephenson, Michael., Atkinson, Joshua., Tschida, David. and Quick, Brian.
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Drug Prevention Practices 11

drugs; (d) closely monitoring your child’s daily activities; (e) requiring your child to be home by
a specific time; (f) knowing what your child’s plans are for the coming day; and (g) personally
knowing your child’s friends well.
Because of an inherent problem with multicollinearity, an exploratory factor analysis was
conducted on the 14 attitude items. Principal axis factor extraction, promax rotation with Kaiser
normalization, and a convergence criterion of 25 iterations were used. Three factors with
eigenvalues greater than 1.0 were retained.
The first factor, labeled attitudes toward monitoring, consisted solely of the two attitude
items about monitoring (r = .79). In the factor pattern matrix, these two items loaded .77 and .82.
The second factor, labeled attitudes toward talking about drugs, consisted of five items
measuring attitudes about family rules, discussing drug-resistance strategies, and talking with
children about people you know who have been in trouble because of drugs ( = .92). In the
factor pattern matrix, these five items loaded .77 to .90. The third factor, labeled attitudes toward
being aware of your child’s environment, consisted of five items measuring attitudes about
knowing your child’s friends, knowing your child’s plans for the coming day, and requiring your
child to be home at a set time ( = .91). In the factor pattern matrix, these five items loaded .61
to .98. Two attitude items were removed because of double-loadings. These three attitudinal
measures were employed in subsequent analyses.
Subjective norms. Seven items assessed parents’ subjective norm with regard to seven
different drug prevention behaviors. On a 1 (strongly disagree) to 7 (strongly agree) scale,
participants were asked: (a) those people who are important to me think I should discuss family
rules about drug use with my child in the next six months; (b) those who are important to me


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