Browsing by Author "Graham, John W."

Now showing 1 - 4 of 4
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    Linking Life Skills and Norms with adolescent substance use and delinquency in South Africa
    (National Institute of Health, 2013) Lai, Mary H.; Graham, John W.; Caldwell, Linda L.; Smith, Edward A.; Bradley, Stephanie A.; Mathews, Catherine; Vergnani, Tania; Wegner, Lisa
    We examined factors targeted in two popular prevention approaches with adolescent drug use and delinquency in South Africa. We hypothesized adolescent life skills to be inversely related, and perceived norms to be directly related to later drug use and delinquency. Multiple regression and a relative weights approach were conducted for each outcome using a sample of 714 South African adolescents ages 15 to 19 years (M = 15.8 years, 57% female). Perceived norms predicted gateway drug use. Conflict resolution skills (inversely) and perceived peer acceptability (directly) predicted harder drug use and delinquency. The “culture of violence” within some South African schools may make conflict resolution skills more salient for preventing harder drug use and delinquency.
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    Perceived parental control, restructuring ability, and leisure motivation: a cross-cultural comparison
    (Taylor & Francis, 2017) Xie, Hui Jimmy; Caldwell, Linda L.; Graham, John W.; Weybright, Elizabeth H.; Wegner, Lisa; Smith, Edward A.
    Leisure is viewed worldwide as an important developmental context for adolescents. As leisure research and programs are shared across nations, it is crucial to examine the cultural equivalence of leisure-related constructs and how they are related. Grounded in self-determination theory, this study explored the influence of perceived parental control and leisure restructuring ability on leisure motivation (a motivation and autonomous motivation) using samples of eighth grade adolescents in the United States and South Africa. Results of multiple-group structural equation modeling showed that the measurement model of the constructs was equivalent across the two samples, but the determinants of leisure motivation differed between the two samples. The findings provide implications for future cross-cultural research in leisure and offer insights on design and adaptation of leisure-based intervention and education programs in different cultural contexts.
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    Perceived parental control, restructuring ability, and leisure motivation: A cross-cultural comparison
    (Taylor & Francis, 2016) Xie, Hui "Jimmy"; Caldwell, Linda L.; Graham, John W.; Weybright, Elizabeth H.; Wegner, Lisa; Smith, Edward A.
    Leisure is viewedworldwide as an important developmental context for adolescents. As leisure research and programs are shared across nations, it is crucial to examine the cultural equivalence of leisure-related constructs and how they are related. Grounded in self-determination theory, this study explored the influence of perceived parental control and leisure restructuring ability on leisure motivation (amotivation and autonomous motivation) using samples of eighth grade adolescents in the United States and South Africa. Results of multiple-group structural equation modeling showed that the measurement model of the constructs was equivalent across the two samples, but the determinants of leisure motivation differed between the two samples. The findings provide implications for future cross-cultural research in leisure and offer insights on design and adaptation of leisure-based intervention and education programs in different cultural contexts.
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    Translational research in South Africa: evaluating implementation quality using a factorial design
    (Springer Verlag, 2012) Caldwell, Linda L.; Smith, Edward A.; Collins, Linda M.; Graham, John W.; Lai, Mary H.; Wegner, Lisa; Vergnani, Tania; Mathews, Catherine; Jacobs, Joachim
    Background: HealthWise South Africa: Life Skills for Adolescents (HW) is an evidence- based substance use and sexual risk prevention program that emphasizes the positive use of leisure time. Since 2000, this program has evolved from pilot testing through an efficacy trial involving over 7,000 youth in the Cape Town area. Beginning in 2011, through 2015, we are undertaking a new study that expands HW to all schools in the Metro South Education District. Objective: This paper describes a research study designed in partnership with our South African collaborators that examines three factors hypothesized to affect the quality and fidelity of HW implementation: enhanced teacher training; teacher support, structure and supervision; and enhanced school environment. Methods: Teachers and students from 56 schools in the Cape Town area will participate in this study. Teacher observations are the primary means of collecting data on factors affecting implementation quality. These factors address the practical concerns of teachers and schools related to likelihood of use and cost-effectiveness, and are hypothesized to be "active ingredients" related to high-quality program implementation in real-world settings. An innovative factorial experimental design was chosen to enable estimation of the individual effect of each of the three factors. Results: Because this paper describes the conceptualization of our study, results are not yet available. Conclusions: The results of this study may have both substantive and methodological implications for advancing Type 2 translational research.