Testing the Model of Goal-Directed Behavior for Predicting Binge Drinking Among Young People.

BACKGROUND: One of the most problematic modes of alcohol consumption in young adults is risky drinking in single episodes, which typically takes place in social contexts. Several studies have applied the Theory of Planned Behavior to drinking intentions and behavior in young people. However, previous studies show that this model lacks a "bridge" that links a mental process like intentions to a physical process represented by the actual action. OBJECTIVES: The aim of the present study is to test the predictive power of the Model of Goal-Directed Behavior plus social influences in order to overcome theory of planned behavior gaps in predicting binge-drinking behavior in young people. METHODS: 404 undergraduates completed a questionnaire containing measures for the MGB variables, social identity, and group norms. Two weeks later, participants reported how many times they had had five/four or more alcoholic drinks on a single occasion. Structural equation modeling revealed strong support for model validity. RESULTS: The final equation accounted for 66% in intentions to binge drink, and 48% in drinking behavior, while a planned behavior model accounted for the 47% of variance in intentions to binge and 37% of the drinking behavior. Social influences positively affected desire and intentions to drink. CONCLUSIONS: Our findings suggest that, compared to other attitude-behavior frameworks, the MGB is preferable in modeling the proximal determinants of binge drinking. Therefore, the distinction between desire and intention and the consideration of social influences seem to be essential to improve the prediction of binge drinking among young people.

"Volunteering by chance" to promote civic responsibility and civic engagement: does it work?

This study investigated the effectiveness of a program to promote civic responsibility and prevent antisocial behavior in a sample of Italian adolescents. Participants were 83 Italian male adolescents, attending the second year of high school (Mean age = 15.79; SD = 0.87). In order to test the efficacy of different strategies (in-classroom training and service activity in a voluntary organization) we divided students into two experimental groups--one classroom of students participated in both strategies (training + volunteering group) and another classroom only participated in the training (training only group)--and one control group. Process and efficacy evaluations were completed. Data were collected before and following the intervention. The process evaluation revealed that the program was highly accepted and appreciated by students. The efficacy evaluation revealed no intervention effects on civic responsibility. However, the training + volunteering group reported a significant decrease in antisocial behavior after the program. Thus, the program was effective in preventing antisocial behavior but not in promoting civic responsibility in our sample.

The adolescents, life context, and school project: youth voice and civic participation.

The Adolescents, Life Context, & School project was developed in a suburban, residential area of Padova, Italy, and involved three classes of 12-year-old children. Across three months, children observed, documented, and talked about their own life contexts in order to voice problems to decision makers. Both teachers and council members played key roles in supporting the project and the children's work. Limited quantitative results showed an increase in reported neighborhood civic responsibility compared to a control group of students. Qualitative evaluation results demonstrated strong interest. The involvement by teachers, local government, and students in the project led to real actions and improvements in the neighborhood and school and to the creation of an official youth affairs council. The program provides a model for service-learning and organized student civic engagement.