The purpose of this article is to provide researchers, editors, and readers with a set of guidelines for what to expect in an article using logistic regression techniques. Tables, figures, and charts that should be included to comprehensively assess the results and assumptions to be verified are discussed. This article demonstrates the preferred pattern for the application of logistic methods with an illustration of logistic regression applied to a data set in testing a research hypothesis. Recommendations are also offered for appropriate reporting formats of logistic regression results and the minimum observation-to-predictor ratio. The authors evaluated the use and interpretation of logistic regression presented in 8 articles published in The Journal of Educational Research between 1990 and 2000. They found that all 8 studies met or exceeded recommended criteria.any educational research problems call for the M analysis and prediction of a dichotomous outcome:whether a student will succeed in college, whether a child should be classified as learning disabled (LD), whether a teenager is prone to engage in risky behaviors, and so on. Traditionally, these research questions were addressed by either ordinary least squares (OLS) regression or linear discriminant function analysis. Both techniques were subsequently found to be less than ideal for handling dichotomous outcomes due to their strict statistical assumptions, i.e., linearity, normality, and continuity for OLS regression and multivariate normality with equal variances and covariances for discriminant analysis (Cabrera

In the Diabetes Control and Complication Trial (DCCT), a Diabetes Quality of Life (DQOL) measure was developed to assess the psychosocial impact of intensified regimens. Its applicability for use with children and adolescents was limited by the exclusion criteria of the DCCT. In this study, the DQOL was modified for specific use in young diabetes populations. The result is an instrument composed of three intercorrelated scales--a Diabetes Life Satisfaction scale, a Disease Impact scale, and a Disease-Related Worries scale--with satisfactory levels of reliability. While the scale variances were independent of glycosylated hemoglobin values, they were related to adolescents' perception of their general health status. Self-perceived quality of life related to diabetes management is an important alternative outcome for diabetes education programs.

Data suggest that adolescents with diabetes visit online forums for social support, information, advice, and shared experience. Females used discussion forums more frequently and males requested more information.

Utilizing Jessor's Problem Behavior Theory as a theoretical foundation, 116 male and female students in grades 9-12 (mean age 16.8) from a Midwestern urban high school were surveyed to determine the prevalence and relationship among gambling behavior and parental and peer influences. To measure these variables, the following instruments were used: The SOGS-RA, the Inventory of Parent and Peer Attachment-Parent Scale, and The Alabama Parenting Questionnaire-Parental Monitoring and Supervision Scale. Almost all of the students (91%) reported gambling at least once in their lifetime while 36.2% reported gambling once a week, 19% reported gambling on a daily basis, and 26% were classified as problem gamblers (10% using the "narrow" SOGS-RA criteria). Parental gambling was related to levels of past year gambling as well as increased likelihood of being classified as a problem gambler. Increased parental attachment was also associated with decreased levels of adolescent gambling, while decreased parental trust and communication resulted in increased problem gambling. Measures of parental monitoring and supervision found similar outcomes in that increased monitoring and supervision resulted in lower levels of adolescent gambling. Additionally, when peer influences were moderated by parental influences, there was a moderating effect on gambling behavior. This study illuminates the continued importance parents play in both risk enhancing and risk inhibiting influences on adolescent participation in problem behaviors.

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