The Impact of Perceived Reinforcement From Alcohol and Involvement in Leisure Activities on Adolescent Alcohol Use
Bibliographic record
Abstract
The purpose of the present study was to examine adolescent alcohol use within the context of youth involvement and reinforcement from alternative leisure activities and also to determine whether perceived reinforcement from alcohol (outcome expectancy liking [OEL]) impacts this relationship. Participants were 956 students in grades 7 through 9 who participated in the Project on Adolescent Trajectories and Health (PATH), a 3-year longitudinal study of adolescent risk behaviors and health outcomes. A path model included Time 1 and Time 3 youth self-reported alcohol use, Time 2 youth ratings of reinforcement potential from alternative activities and OEL scores, and Time 3 perceived access to alcohol. The final model provided a good fit for the data and revealed several significant paths. In particular, alcohol use was positively associated with reinforcement potential from party attendance and involvement in social activities, and negatively associated with reinforcement potential from religious involvement and involvement in home/family activities. In addition, OEL was a partial mediator for party attendance and religious activities. These findings highlight the need for prevention programs that focus on reducing adolescent alcohol use through increasing access to substitutable leisure activities that can compete with behaviors maintained by alcohol's positive reinforcement value for youth.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".