Marijuana Knowledge, Confidence in Knowledge, and Information Efficacy as the Protective and Risk Factors of Marijuana Use among College Students

Autor/inn/en	Park, Sung-Yeon; Ryu, So Young; Constantino, Nora; Yun, Gi Woong; Jennings, Enid; Fred, Daniel
Titel	Marijuana Knowledge, Confidence in Knowledge, and Information Efficacy as the Protective and Risk Factors of Marijuana Use among College Students
Quelle	In: Journal of American College Health, 70 (2022) 2, S.363-370 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Sung-Yeon) ORCID (Ryu, So Young)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2020.1751171
Schlagwörter	Marijuana; Knowledge Level; Self Esteem; Drug Use; Undergraduate Students; Risk; Intention; Voting; Resistance (Psychology); Peer Influence; Access to Information + Suchen Sie Ihr Suchwort? Wissensbasis; Self-esteem; Selbstaufmerksamkeit; Drug consumption; Substance abuse; Drogenkonsum; Risiko; Abstimmung; Resistenz
Abstract	Objectives: This study explored the relationships between marijuana knowledge, confidence in knowledge, and information efficacy and marijuana use. Furthermore, the effects of the knowledge-related variables were examined on intention to use, resistance efficacy, and intention to vote for legalization. Participants: Undergraduate students (N = 215) were surveyed in Fall 2018. Methods: Data were collected online and analyzed through a series of regression analyses. Results: Higher knowledge was related to less use via higher perceived risk whereas higher confidence in knowledge was related to more use. Marijuana use was related to higher future intention to use, lower resistance self-efficacy, and intention to vote for legalization. Information efficacy was related to intention to vote for legalization only. Conclusions: Students with more knowledge were less likely to use marijuana, whereas students who considered themselves well-informed were more likely to use it. Future intervention efforts will benefit from counteracting students' misplaced confidence in their knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01