No abstract

The effectiveness of three substance abuse prevention videotapes derived from contrasting theoretical frameworks was experimentally evaluated on common prevention outcomes and measures of theoretical relevance. Seventh and eighth graders were stratified on gender and classroom before being randomly assigned to experimental and control conditions. In a modified replication, ninth graders were assessed and treated in a concentrated time span. Participants were 312 students. A series of 2 · 2 · 4 (Replication · Gender · Treatment) ANCOVAs permitted an inspection of the construct validity of emerging effects. Although the assertion-training video produced significantly higher levels of assertiveness among ninth graders, the other two videos (derived from information-programming and help-seeking rationales) did not register effects on specific measures of high theoretical relevance. A lack of posttest differences on the common outcomes may be due to low intended consumption levels displayed by participants and /or floor and ceiling effects encountered on outcome measures.