Social Influences on Use of Cigarettes, E-Cigarettes, and Hookah by College Students

Autor/inn/en	Noland, Melody; Ickes, Melinda J.; Rayens, Mary Kay; Butler, Karen; Wiggins, Amanda T.; Hahn, Ellen J.
Titel	Social Influences on Use of Cigarettes, E-Cigarettes, and Hookah by College Students
Quelle	In: Journal of American College Health, 64 (2016) 4, S.319-328 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2016.1138478
Schlagwörter	Social Influences; Smoking; Behavior Standards; Social Behavior; Undergraduate Students; Student Surveys; Gender Differences; Student Attitudes; Comparative Analysis; Predictor Variables; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Rauchen; Social behaviour; Soziales Verhalten; Schülerbefragung; Geschlechterkonflikt; Schülerverhalten; Prädiktor; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Objectives: (1) Compare social norms and perceived peer use between college student cigarette, e-cigarette, and/or hookah users and nonusers; and (2) determine variables associated with social influences. Participants: Undergraduate students attending a large university in the Southeast United States (N = 511). Methods: An April 2013 online survey assessed use of 3 types of tobacco, social norms, perception of peer use, number of smokers in life, exposure to secondhand smoke, and demographic characteristics. Results: Participants indicated greater acceptance of emerging tobacco products than for cigarettes and consistently overestimated the percent of peers who use various tobacco products. Males and current users had higher social norm scores for all 3 forms of tobacco. Conclusion: To counter marketing of alternative tobacco products, education about the dangers of their use needs to be implemented across college campuses as part of a comprehensive tobacco control strategy that also includes tobacco-free campus policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01