Abstract
298 fifth graders’ motivational styles were measured using the Treatment Self-Regulatory Questionnaire prior to and six weeks following a creative student-centred anti-smoking intervention in secondary schools. In this paper we can clearly show that our creative learning setting leads to a significant increase in autonomous motivation and a decrease in controlled motivation. Autonomously motivated pupils had less or no experience with cigarettes. Pupils’ main guesses about when or why young people smoke, are curiosity or being together with others. We conclude that such a short-term preventative intervention with different creative educational methods positively affects pupils’ health self-regulation.
Highlights
Considerable research has already focused on the optimal uptake of smoking prevention among adolescents (Bruvold, 1993; Furr-Holden et al, 2004; Maziak et al, 2003)
Schoolbased smoking prevention seems to be a suitable setting to reach a cohort in the decisive developmental stages (Dijk et al, 2007; Lynagh et al, 1997)
The main findings of our study are that curiosity or being together with others are pupils’ main guesses about when or why young people smoke
Summary
Considerable research has already focused on the optimal uptake of smoking prevention among adolescents (Bruvold, 1993; Furr-Holden et al, 2004; Maziak et al, 2003). Schoolbased smoking prevention seems to be a suitable setting to reach a cohort in the decisive developmental stages (Dijk et al, 2007; Lynagh et al, 1997). Within the narrow time frames available at school, an integration of a brief anti-smoking education lesson is suggested to have effective impact. Such interventions must aim to prevent early risk behaviours, potential future use and to stop current use. Smoking prevention must go beyond a pure factual knowledge transfer and promote general skills to foster health consciousness and social reinforcement (Botvin et al, 2003)
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