Use of and Interest in Smoking Cessation Strategies among Daily and Nondaily College Student Smokers

Autor/inn/en	Berg, Carla J.; Sutfin, Erin L.; Mendel, Jennifer; Ahluwalia, Jasjit S.
Titel	Use of and Interest in Smoking Cessation Strategies among Daily and Nondaily College Student Smokers
Quelle	In: Journal of American College Health, 60 (2012) 3, S.194-202 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2011.586388
Schlagwörter	Smoking; Intervention; Student Attitudes; Undergraduate Students; Health Behavior; Online Surveys; Drug Therapy; Symptoms (Individual Disorders); Behavior Change; Questionnaires; Student Characteristics + Suchen Sie Ihr Suchwort? Rauchen; Schülerverhalten; Health behaviour; Gesundheitsverhalten; Psychiatrische Symptomatik; Fragebogen
Abstract	Objective: To examine use of and interest in cessation strategies among nondaily and daily college student smokers. Participants: 800 undergraduate student smokers aged 18 to 25. Methods: The authors examined nondaily versus daily smoking in relation to use of and interest in cessation strategies using an online survey. Results: Nondaily (65.8%) versus daily smokers (34.3%) were more likely to have made a quit attempt (p = 0.01) but less likely to have used any assistance (p less than 0.001). Nondaily smokers were less interested in pharmacotherapy and traditional behavioral interventions; however, there was no difference in interest in technology-based interventions among nondaily versus daily smokers. Controlling for covariates, there were no significant differences in interest in traditional or technology-based behavioral interventions. Higher motivation, lower confidence, and depressive symptomatology were related to interest in each intervention. Smoking for social reasons was related to interest in technology-based interventions. Conclusions: Different intervention strategies may be appropriate for nondaily and daily smokers. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10