The Prevention of Drugged Driving: Needs, Barriers, and Self-Efficacy of Prevention Professionals.

Driving under the influence of drugs (e.g., marijuana, prescription medications) is a major public health and safety concern. As a relatively understudied and growing problem, prevention strategies that address it are not as clear, well-tested, or evidence-based as those developed for preventing other risky behaviors such as drunk driving. Key components of a successful prevention of this harmful behavior are the efforts of practitioners working in the areas of substance abuse prevention and highway safety for whom drugged driving is likely a part, but not the sole focus, of their job. We surveyed 238 prevention professionals working in substance abuse prevention and highway safety from 46 states to understand their needs, barriers, and self-efficacy to prevent drugged driving in their communities. Most respondents reported needing training and resources to implement strategies related to drugged driving, particularly with regard to engaging youth and parents, if they are to address this problem effectively. The majority of respondents also reported low levels of self-efficacy for implementing a wide range of drugged driving prevention strategies. Our findings reveal that the professionals we need to feel prepared and efficacious to prevent drugged driving have generally low feelings of confidence in their ability to do so.

The importance of self-efficacy and educational aspirations for academic achievement in resource-limited countries: Evidence from Ghana.

INTRODUCTION: Research on the influence of academic self-efficacy and educational aspirations on academic performance is underdeveloped in resource-limited countries. This study replicates and expands on earlier research that investigated a complex network of relationships between academic self-efficacy, educational aspirations, and academic performance. METHODS: Data from 4282 adolescents in Ghana and path analysis were used to test the causal pathways, and path invariance analysis was used to assess the moderation role of gender. Instrumental variable techniques were used to validate the path models. RESULTS: Increase in academic self-efficacy indirectly accounts for improvement in academic performance through the mediational role of educational aspirations. The effects of self-efficacy on educational aspirations, and educational aspirations were stronger for boys than for girls. CONCLUSIONS: These findings suggest that in resource-limited countries where the financial burden of schooling tends to be a demotivating factor, interventions that target adolescents' academic self-efficacy may be an effective means to boost educational aspirations and academic performance. Interventions should be tailored to meet the needs of all students so that all children can think of school as an important part of their lives and aspire to achieve, now and in the future.