Skip to main content

Table 2 Operationalization of the ultimate and distal potential influence factors of binge drinking

From: Predictors of binge drinking in adolescents: ultimate and distal factors - a representative study

 

Constructs: Social/Interpersonal

Operationalization

Constructs: Attitudinal/Environment

Operationalization

Constructs: Intrapersonal

Operationalization

Ultimate

- Infrequent opportunities for rewards from family members

- Lack of parental warmth, support, or supervision

- Negative evaluations

from parents

- Home strain

- Parental divorce or separation

- Unconventional values of parents

- Unconventional values among peers

- Acknowledgment of success/rewards by parents

- Parental warmth in childhood

- Parental control/supervision in adolescence

- Parental separation events

- Cultural communication in the family

- Local crime and employment rates

- Inadequate schools

- Poor career and academic options

- Infrequent opportunities for rewards at school

- Negative evaluations from teachers

- Media descriptions of ISU

- Availability of substances

- Weak public policies on ISU

- Community/neighborhood cohesion

- Community/neighborhood/school safety

- Welfare status

- Violence level in the school

- Willingness of teachers to intervene during violent conflicts

- Violence/problems at school - aggressive behavior of teachers

- Genetic susceptibility to addiction

- Lack of impulse control

- External locus of control

- Aggressiveness

- Extroversion

- Sociability

- Risk-taking

- Sensation-seeking

- Neuroticism or emotional instability

- Intelligence

- Attention deficit disorder

- Risk-taking behavior

- School grades

Distal

- Weak attachment, weak desire to please family members

- Strong attachment, strong desire to please peers

- Greater influence of peers than parents

- Substance-specific behaviors of role models

- Number of friends

- Number of delinquent friends

- Deviant/Assimilated behavior of one's own group of friends

- Smoking parents

- Weak commitment to conventional values, school, and religion

- Social alienation and criticism

- Weak desire for success and achievement

- Hedonic values and short-term gratification

- Rebelliousness

- Desire for independence from parents

- Tolerance of deviance

- Voluntary non-profit activities

- Religiosity

- School commitment

- Social integration in school

- Social Desirability/Conventional Values

- Planned type of school leaving certificate

- Absenteeism/Truancy

- Hedonistic reasons for truancy

- Low self-esteem

- Temporary anxiety, stress, or depressed mood

- Poor coping skills

- Inadequate social skills

- Weak academic skills

- Self-esteem

- Mental well-being/mood

- School anxiety

- Suicidal thoughts

- Mandatory repetition of school year