Abstract
-
Purpose
This study is a descriptive survey examining the effects of stress, loneliness, and emotional dysregulation on adolescents’ potential for drug use.
-
Methods
Data were collected through face-to-face surveys conducted between August 28 and September 11, 2023, with a sample of 118 second-year students from a middle school in South Korea. The survey questionnaire included items on general characteristics, substance-related characteristics, adolescent stress, loneliness, emotional dysregulation, and drug use potential.
-
Results
The analysis revealed significant differences in drug use potential based on academic achievement, school satisfaction, family relationship satisfaction, economic status, smoking experience, and substance use history. Furthermore, drug use potential showed a significant positive correlation with stress, loneliness, and emotional dysregulation. The key predictors of drug use potential were loneliness in family relationships, emotional dysregulation, and school satisfaction with a total explanatory power of 33.8%.
-
Conclusion
To prevent adolescent drug use potential, it is essential to develop and implement nursing intervention programs that reduce family-related loneliness, provide support for emotional regulation difficulties, and promote smoking prevention.
-
Key words: Adolescent; Emotional regulation; Loneliness; Substance abuse
INTRODUCTION
Drugs are substances that affect the human central nervous system by either excessively stimulating or suppressing its function, and they have the potential for both physical and psychological dependency. In South Korea, drugs—including narcotics, psychotropic substances, cannabis, and other emerging psychoactive substances—are regulated under various laws including the Narcotics Control Act, Act on Special Cases Concerning the Prevention of Illegal Trafficking in Narcotics, Act on Aggravating Certain Crimes, and Criminal Act [
1].
South Korea has recently experienced a dramatic surge in drug offenses among adolescents, tripling within a year, with the age of drug offenders trending downward. Individuals aged under 20 years now account for 17.7% of all drug users [
1]. The expansion of online drug distribution during the COVID-19 (coronavirus disease 2019) pandemic has made it easier for adolescents to access narcotics through social media and search engines [
2]. A key trend highlighted in the 2019–2023 Drug Crime Report is the accelerating rise in drug offenses among minors. Over a period of 4 years, cases surged 518.6% from 239 to 1,477, with a particularly sharp 417.2% increase in the past year alone (from 481 in 2022) [
3].
Although it is commonly believed that adolescents find it harder to obtain illicit drugs than adults, concerns about the misuse of painkillers are growing. Many adolescents are gaining easier access to drugs than before through the practice of obtaining painkillers on a doctor’s prescription and then reselling them to their peers. This trend is alarming because many adolescents perceive that while substances like cannabis and methamphetamine are illegal, obtaining drugs with a doctor’s prescription is not [
2].
Various factors contribute to adolescent substance abuse, including personal, environmental, psychological, sociocultural, and regional influences. Adolescence is a transitional developmental stage characterized by rapid physical growth and the establishment of self-identity. In South Korea, adolescents experience intense academic stress due to an exam-focused education system and excessive academic competition, which often leads to identity confusion [
4]. If they lack effective coping skills for managing stress or fail to appropriately manage or regulate their desires and conflicts, they may turn to substance use as a means of relaxation, rebellion, or escape from reality [
5].
Adolescence is a developmental stage where relationships with parents and peers play a crucial role, and feelings of loneliness peak when adolescents feel neglected by their parents. Loneliness among this group can manifest as anger, delinquency, social media addiction, school maladjustment, or suicidal thoughts, making early intervention essential. Studies have also identified loneliness as a key factor influencing adolescent substance use, emphasizing its importance as a mental health issue that should not be overlooked [
6-
8].
Emotional regulation refers to the internal and external processes through which individuals monitor, evaluate, and modify their emotional responses to achieve goals. Effective emotional regulation is essential for social adaptation and psychological well-being. Adolescents who develop strong emotional regulation skills exhibit greater prosocial behavior and maintain better peer relationships. However, difficulties in emotional regulation have been linked to depression, anxiety, suicidal ideation, eating disorders, and alcohol use [
9].
The accumulation of stress among adolescents exacerbates difficulties in emotional regulation, and those experiencing loneliness due to a lack of appropriate support resources are more likely to pursue undesirable health behaviors such as substance abuse [
10,
11].
In the context of adolescent drug abuse, early intervention is crucial, because it not only hinders personal growth and development, but also serves as a gateway to delinquency, criminal activity, and addiction to other substances [
12]. From a preventive perspective, adolescents’ potential for drug use must be assessed and influencing factors identified to enable early prevention and effective management.
Screening for drug use potential can help identify at-risk adolescents early on, allowing for timely referrals to appropriate support services [
13]. While adolescents may be drawn to drug use under peer pressure or out of curiosity, various personal and social factors determine whether substance use persists or remains an isolated incident. Therefore, assessing drug use potential is a critical preventive measure in adolescent addiction management.
With the age at which adolescents begin experimenting with drugs decreasing, it is imperative to identify drug use behaviors and risk factors among middle school students, who are in the early stages of adolescence. While previous research has identified stress and loneliness as factors influencing middle school students’ drug use [
6-
8,
14], studies examining the impact of emotional dysregulation on drug use potential remain limited.
To address this research gap, this study aims to investigate the effects of stress, loneliness, and emotional dysregulation on drug use potential in early adolescents. As such, it provides foundational data for the development of nursing intervention programs for drug prevention. The objectives of this study are to: (1) examine the general characteristics, stress levels, loneliness, emotional dysregulation, and drug use potential of participants; (2) identify differences in drug use potential based on general and substance-related characteristics; (3) analyze the correlations between stress, loneliness, emotional dysregulation, and drug use potential; and (4) determine the factors influencing adolescent drug use potential. Based on the results of this study, we hope to provide the basic data necessary for the development of intervention programs to prevent drug use among adolescents.
METHODS
Ethical statements: This study was approved by the Institutional Review Board (IRB) of Seoul Women’s College of Nursing (IRB No. SWCN-202308-HR-001-03). Informed consent was obtained from all participants.
1. Study Design
This is a descriptive study to determine the impact of stress, loneliness, and emotional dysregulation on the likelihood of drug use among early adolescents. The reporting of this study is based on the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) reporting guidelines [
15].
The research participants were selected through convenience sampling from a second-year group at a middle school in Gunsan city, South Korea, where a census survey was feasible. All second-year students were informed about the study’s purpose, procedures, voluntary participation, and anonymity, and they submitted a consent form before participating in the survey. Parental consent was then obtained before administering the questionnaire.
The sample size was determined using G*Power ver. 3.1 (Heinrich-Heine-Universität Düsseldorf) based on a significance level of .05, power of .90, and medium effect size of .15. A minimum of 116 participants was required for multiple regression analysis with five independent variables. From the total of 140 respondents, data from 118 respondents, excluding 22 incomplete responses, were ultimately included in the final analysis.
3. Measures
1) General and substance-related characteristics
The questionnaire on general characteristics included seven items: gender, age, academic achievement, school life satisfaction, friendship satisfaction, family relationship satisfaction, and economic status. The substance-related characteristics included nine items: experience with smoking, drinking, and substance use prevention education; history of smoking, drinking, and substance use; awareness of the risks and severity of substance use; and sources of information about substance use risks.
2) Stress
Adolescents’ stress levels were measured using the Youth Stress Scale developed by Yoon and Jo [
16]. This 25-item scale consists of five subscales: school, family, friends, living environment, and self. Each item is rated on a 5-point Likert scale, with higher scores indicating greater stress levels. The scale had a Cronbach’s α of .88 at the time of development [
16] and .92 in this study.
3) Loneliness
Adolescents’ loneliness was measured using the Loneliness Scale for Adolescents developed by Hur and Kim [
17]. This 24-item scale consists of three subscales: family relationships, friendships, and community relationships. Each item is rated on a 4-point Likert scale, with higher scores indicating greater loneliness. The original scale had an overall Cronbach’s α of .93, with subscale values ranging from .81 to .92 [
17]. In this study, the overall Cronbach’s α was .91, with subscale values of .90 (family), .89 (friends), and .80 (community).
4) Emotional dysregulation
Emotional dysregulation was assessed using K-DERS, the Korean version of the Difficulties in Emotion Regulation Scale (DERS) originally developed by Gratz and Roemer [
18] and adapted and validated for Korean middle and high school students by Park [
9]. The 34-item scale consists of six dimensions: (1) nonacceptance of emotional responses, (2) difficulty engaging in goal-directed behavior, (3) difficulty controlling impulsive behavior, (4) lack of emotional awareness, (5) limited access to emotion regulation strategies, and (6) lack of emotional clarity or identification. Each item is rated on a 5-point Likert scale (0=almost never, 4=almost always), with higher scores indicating greater difficulty in emotional regulation. The scale demonstrated high reliability, with a Cronbach’s α of .94 at the time of development [
9] and .93 in this study.
5) Potential drug-use
Adolescents’ potential for drug use was assessed using the Screening Scale for Potential Drug-Use Adolescents developed by Lee et al. [
12]. This 39-item scale measures various risk factors including personal traits, problem behaviors, parental issues and substance use history, parent-child relationships, drinking environment and attitudes, smoking environment and attitudes, and substance use environment and attitudes. Each item is rated on a 4-point Likert scale, with higher scores indicating greater potential for drug use. The original scale had a Cronbach’s α of .91 [
12], and in this study, it was .93.
Data were collected in August and September 2023 after receiving the approval of the IRB of the institution. The researcher first obtained verbal consent from the school principal and homeroom teachers after explaining the study’s purpose, methods, and procedures. A student representative then informed the participants about the study, emphasizing that participation was voluntary, anonymous, and confidential, and that non-participation would not result in any disadvantages. An information sheet and consent form were distributed. Students were asked to take the documents home, explain them to their parents or caregivers, and obtain their signatures before returning them. Only students who submitted signed parental consent forms were given the questionnaire. Participants completed the survey independently and placed their responses in a locked collection box to ensure anonymity. The survey took approximately 20 minutes to complete, and all participants received a small token of appreciation upon completion.
5. Data Analysis
The collected data were analyzed using IBM SPSS Statistics ver. 27.0 (IBM Corp.). General and substance-related characteristics were analyzed using frequencies, percentages, means, and standard deviations. Stress, loneliness, emotional dysregulation, and drug use potential were summarized using means and standard deviations. Following normality testing, differences in drug use potential based on general characteristics were analyzed using t-tests, Mann-Whitney U tests, an analysis of variance with Dunnett T3 post-hoc tests, and Kruskal-Wallis tests. Correlations among stress, loneliness, emotional dysregulation, and drug use potential were examined using Pearson’s correlation coefficients. Factors influencing adolescent drug use potential were analyzed using stepwise multiple regression analysis.
RESULTS
1. Differences in Potential Drug-Use by General and Substance-Related Characteristics
The average age of the participants was 13.31±0.46 years, and 54.7% were female. Regarding academic achievement, 36.4% selected ‘high,’ 32.2% selected ‘medium,’ and 31% selected ‘low.’ Regarding satisfaction with school life, 44.9% of participants reported being ‘satisfied,’ 37.3% reported ‘neutral,’ and 17.8% reported ‘dissatisfied.’ Regarding satisfaction with friendships, 65.3% reported being satisfied, whilst 73.7% reported being satisfied with family relationships and 10.2% were dissatisfied. Regarding household economic status, 18.1% of participants reported it as high, whilst 46.6% perceived it as low. Analysis of differences in potential drug use according to general characteristics revealed that participants with high academic achievement (F=9.22,
p<.001) and high satisfaction with school life (F=9.39,
p<.001) had significantly lower potential drug use scores compared to other groups. Furthermore, participants with high satisfaction with family relationships (F=13.87,
p=.001) and those who perceived their economic status to be high (F=4.27,
p=.016) had significantly lower potential drug use scores compared to those with low satisfaction and low perceptions, respectively. This is shown in
Table 1.
Over the past year, 94.1% of participants received education on smoking prevention, 90.7% on alcohol prevention, and 89.0% on drug prevention. Regarding drinking and smoking status over the past month, 1.8% reported smoking and 2.9% reported alcohol use. In terms of substance use, 1.8% reported the habitual or intentional use of substances including sedatives, stimulants, appetite suppressants, opioid painkillers, cold medicine, hallucinogens, cannabis, cocaine, or inhalants such as glue and butane gas. Regarding awareness of the risks associated with substance use, 62.4% of participants reported that they were aware of these risks to a moderate degree or higher, whilst 37.6% stated that they were not aware of them. 81.2% perceived the seriousness of substance use to be moderate or higher, whilst 18.8% believed it was not serious. In terms of sources of information on drug use risks, 33.3% received information through school education, and 66.7% cited other sources including broadcast media, the internet, movies, personal experiences, and peers. Among these, broadcast media such as TV and radio were the most frequently indicated sources.
An analysis of substance-related characteristics revealed that, although they constituted a minority, participants who had smoked in the past month (Z=2.59,
p=.003) or had prior substance use experience (Z=2.14,
p=.017) had significantly higher potential drug-use scores compared to other groups, for a while, other variables showed no significant differences. As shown in
Table 2.
Participants’ mean scores were 2.65±0.71 out of 5 for stress, and 1.95±0.45 out of 4 for loneliness. Among the dimensions of loneliness, loneliness in community relationships had the highest score (2.32±0.58), and loneliness in family relationships the lowest (1.65±0.54). The mean score for difficulties in emotion regulation was 1.39±0.70 out of 4 and for potential drug-use it was 1.57±0.41 out of 4 (
Table 3).
Potential drug-use showed significant positive correlations with stress (r=.38,
p<.001), loneliness (r=.39,
p<.001), and difficulties in emotion regulation (r=.46,
p<.001) (
Table 4). An analysis of the correlations between potential drug-use and the dimensions of loneliness revealed that loneliness in family relationships (r=.46,
p<.001), friendships (r=.24,
p=.011), and community relationships (r=.24,
p=.011) exhibited significant positive correlations with potential drug-use. Stress was positively correlated with loneliness (r=.47,
p<.001), loneliness in family relationships (r=.45,
p<.001), loneliness in friendships (r=.45,
p<.001), and loneliness in community relationships (r=.19,
p=.042) (
Table 4). Difficulties in emotion regulation was also positively correlated with stress (r=.62,
p<.001), loneliness (r=.52,
p<.001), loneliness in family relationships (r=.49,
p<.001), loneliness in friendships (r=.43,
p<.001), and loneliness in community relationships (r=.30,
p=.001) (
Table 4).
Factors affecting adolescents’ potential drug-use were analyzed using stepwise multiple regression analysis. Variables that influenced potential drug-use scores, including participants’ general and substance-related characteristics, stress, loneliness, and difficulties in emotion regulation, were identified and set as independent variables. Participants’ general and substance-related characteristics were treated as dummy variables for the analysis. However, smoking experience exceeding Cook’s distance was excluded from the analysis.
To identify multicollinearity among the independent variables, the tolerance values before the regression analysis was conducted was .50 to .99, which was greater than 0.1 and less than 10. The variance inflation factor ranged from 1.00 to 1.39, lower than 10, indicating no issues of multicollinearity for any variables. Analysis of the residuals confirmed the normality of the error terms, homogeneity of variance, and linearity of the model. In the autocorrelation test, the Durbin-Watson statistic was 1.97, indicating the absence of autocorrelation. Consequently, the regression model was found to be statistically significant (F=20.58,
p<.001), with an explanatory power of 33.8%. The most important factor influencing potential drug-use was family-related loneliness (β=.28,
p=0.003) and school satisfaction (satisfied) (β=.27,
p=0.001), followed by difficulties in emotion regulation (β=.26,
p=0.005) (
Table 5).
DISCUSSION
Adolescent substance abuse is not only an individual issue, but also a deviant behavior that negatively impacts families and society. Adolescents are most vulnerable to drinking, smoking, and drug abuse during their late teens to early adulthood, a period characterized by significant psychological and social changes as well as adaptive challenges. Impulsivity and curiosity are often cited as primary reasons for initial exposure to various substances during this stage [
19]. In particular, adolescent substance abuse can lead to lifelong addiction if not addressed early. Given the increasing trend of substance abuse among younger adolescents in South Korea, this study focused on middle school students, who are in early adolescence, to identify factors influencing their drug use potential.
An analysis of differences in potential drug-use based on participants’ general characteristics revealed that lower self-rated academic achievement and economic status were associated with higher drug use potential. This finding aligns with previous research indicating that lower academic performance and poorer household economic conditions are directly linked to a greater likelihood of smoking experience [
5]. South Korean adolescents face an intensely competitive, exam-oriented education system from an early age, resulting in high levels of academic stress and frequent frustration with their academic performance. Anxiety stemming from this pressure may lead some students to use substances as a coping mechanism. Furthermore, students who perceive their family’s economic situation as disadvantaged have a greater likelihood of drug use, suggesting a strong correlation between substance use and socioeconomic background.
Consistent with prior research showing a correlation between lower school engagement and increased drinking and smoking experience among adolescents [
5], this study also found an association between lower school life satisfaction and a greater likelihood of drug use. Since middle school students spend the majority of their time at school, various school-related factors significantly influence their exposure to and perceptions of substance use. Under the current focus on university entrance exams and the standardized education framework, the marginalization of a significant portion of students is inevitable. Given that these marginalized students are at a higher risk of being exposed to substance use, it is essential to foster a school climate where students can develop interest in and satisfaction with their school life.
Over the past year, more than 90% of adolescents received smoking and alcohol prevention education, and 89% received drug prevention education. Despite this consistent level of education in schools, 37.6% of students still exhibited a low level of awareness regarding the risks of substance use. Although substance use education is in place, further efforts are needed to enhance its effectiveness, particularly in preventing the misuse of narcotics and other substances. Given the rapid rise in adolescent substance abuse, it is essential to reassess both the content and delivery methods of drug prevention education. A previous study found that adolescents prefer online education formats [
20], highlighting the need for diverse educational approaches tailored to their learning preferences. In addition, 66.7% of students reported obtaining information on substance use risks from sources outside of school, such as the media, internet, movies, personal experiences, and peers. This underscores the need for policy measures that ensure both students and the public have access to accurate and reliable drug-related information.
Beyond the academic stress associated with university entrance exams, adolescents face a range of psychological challenges during this critical developmental stage, including emotional distress and conflicts in peer relationships. These psychological stressors often drive them to seek relief through substance use [
21,
22]. This study found moderate to strong positive correlations between potential drug-use and adolescent stress, loneliness, and difficulties in emotion regulation. Furthermore, research comparing substance users and non-users has also shown that substance users tend to experience higher levels of loneliness [
8]. In addition, among opioid users, those who had recently used opioids reported feeling lonelier than past users or those with no history of use [
23]. Local studies in Korea have similarly identified significant correlations between loneliness and habitual substance use [
7], reinforcing the finding of this study that loneliness increases the risk of drug use. The issue of potential drug use is a sensitive area that young people are reluctant to disclose, and it is associated with stigma. Therefore, school nurses must acknowledge the serious impact of loneliness on adolescent well-being and offer discreet and empathetic interventions to help students articulate their feelings of loneliness, related challenges, and emotional distress.
Analysis of the factors influencing adolescents’ potential for drug use revealed that those experiencing loneliness in family relationships and difficulties with emotion regulation were more likely to use substances. Research has demonstrated that individuals who feel lonely are more prone to substance abuse [
14], and that adolescents with a history of alcohol and/or tobacco use tend to receive less family support [
5]. These findings underscore the crucial role of family in substance use prevention. Families function as supportive resources for adolescents, providing not only appropriate education regarding risky behaviors such as substance use but also psychological stability. Numerous domestic and international studies have consistently identified an association between loneliness and substance abuse [
6-
8], and the findings of this study were also consistent with this. Therefore, fostering a supportive family atmosphere that encourages open communication and information-sharing about drug use is essential. Parents should actively provide emotional support, express care and affection, and cultivate a sense of belonging to prevent their children from feeling isolated within the family.
A study on adolescent smokers found that difficulties in emotion regulation have a potential effect on nicotine dependence, with low arousal states such as boredom and relaxation identified as triggers for smoking behaviors [
24]. This suggests that adolescents who feel isolated and lonely at home may turn to substances to alleviate boredom and seek new stimuli. Furthermore, smoking experience was identified as a factor influencing substance use potential, which is consistent with previous research indicating that habitual smoking contributes to nicotine dependence [
24]. In other words, continuous smoking can develop into habitual behavior, and tobacco, as a gateway drug, may act as a catalyst for seeking stronger stimuli, thereby increasing the likelihood of dependence on various substances. However, whilst this study found differences in the likelihood of substance use depending on smoking status and prior substance use, the number of students who reported actually smoking or having prior experience with substances was very small. Although the school from which the data was collected is known to run an excellent smoking cessation program within the region, caution must be exercised when interpreting the results, given the possibility that adolescents may not have provided honest answers in the survey.
To date, in South Korea, research has focused on adolescent delinquency and school violence, while adolescent substance abuse is often overlooked. However, substance abuse among Korean adolescents has now reached a critical level, making it impossible to dismiss the problem as less severe than in Western countries or as an issue confined to a small subset of students. Therefore, even without conducting actual drug use surveys, identifying factors influencing the likelihood of adolescent drug use can help implement effective preventive measures and reduce drug-related crime.
Prevention education should go beyond addressing impulsive behavior; it should also equip adolescents with the ability to recognize their emotional states and develop emotion regulation skills to enhance their coping strategies. Programs centered on social skills training, anger management, conflict resolution, and interpersonal skills should be developed and actively integrated into prevention efforts. Furthermore, families must take a proactive role in providing consistent care and support for at-risk adolescents, fostering an environment that aids in their emotional well-being and recovery.
An increasing number of young people are being exposed to drugs at an early age, and their potential for drug use may also rise. Therefore, controlling and preventing young people’s potential for drug use cannot be achieved through individual efforts alone. Thus, it is crucial to examine the underlying causes of weakened primary social safety nets such as families and schools and develop effective strategies to strengthen them.
While this study provides valuable insights into the factors influencing adolescent drug use potential, its limitations should be acknowledged, along with suggestions for addressing them.
First, the study participants were selected through convenience sampling from a single middle school in South Korea, which limits the generalizability of the findings. Although this study collected data from a single grade level where a census was feasible, this study is a regional exploratory investigation, meaning limitations exist in interpreting the results. Future research should expand data collection to a nationwide sample of middle school students to obtain more representative and reliable results.
Second, the study relied entirely on self-reported questionnaires, which may have introduced variability in individual interpretations of survey items. In addition, since the survey was conducted in a school setting, concerns about confidentiality might have led participants to underreport their drug use behaviors. The results of this study should be interpreted with caution, bearing in mind the possibility of response bias. To minimize response bias, this study was conducted for all second-year students in participating middle school, and the autonomy and confidentiality of participation in the study were emphasized. Future studies should consider incorporating teacher, parent, or peer assessments, as well as qualitative research methods such as observations, interviews, or case studies to enhance validity.
Third, this study was conducted with a general sample of adolescents rather than high-risk groups. The school where the data were collected is known to have a very low reported rate of smoking among students, as it regularly runs a smoking cessation program led by the school nurse. Consequently, the study may have inadvertently excluded clinical groups actively engaged in substance use, potentially underestimating the overall drug use potential among this age group. Future research should target high-dependency groups to provide a more comprehensive understanding of adolescent substance use.
CONCLUSION
Reducing adolescent drug use potential requires fostering positive family interactions and creating a safe and supportive environment. This can be achieved through family education programs aimed at strengthening families’ problem-solving abilities. Adolescents who use drugs are often impulsive and vulnerable to stress, requiring careful guidance and education in both home and school environments. To reduce the likelihood of adolescent drug use, interventions should focus on reducing feelings of loneliness in family relationships, equipping adolescents with emotional regulation skills, and creating environments that minimize exposure to smoking. In this context, the significance of this study lies in identifying key factors influencing adolescent drug use potential, providing foundational data for the development of targeted prevention strategies.
ARTICLE INFORMATION
Table 1.Differences in potential drug-use by general characteristics (N=118)
|
Characteristic |
No. (%) |
Mean±SD |
t/F |
p
|
|
Age (yr) |
- |
13.31±0.46 |
- |
- |
|
Gender |
|
|
0.18 |
.860 |
|
Male |
53 (45.3) |
1.58±0.41 |
|
|
|
Female |
64 (54.7) |
1.57±0.41 |
|
|
|
Academic achievement |
|
|
9.22 |
<.001 |
|
Higha
|
43 (36.4) |
1.38±0.28 |
|
a<b<c |
|
Mediumb
|
38 (32.2) |
1.61±0.43 |
|
|
|
Lowc
|
37 (31.4) |
1.74±0.42 |
|
|
|
Satisfaction with school |
|
|
9.39 |
<.001 |
|
Satisfieda
|
53 (44.9) |
1.40±0.31 |
|
a<b<c |
|
Neutralb
|
44 (37.3) |
1.69±0.46 |
|
|
|
Dissatisfiedc
|
21 (17.8) |
1.75±0.34 |
|
|
|
Friendship satisfaction |
|
|
5.84 |
.054 |
|
Satisfied |
77 (65.3) |
1.52±0.41 |
|
|
|
Neutral |
30 (25.4) |
1.65±0.37 |
|
|
|
Dissatisfied |
11 (9.3) |
1.72±0.46 |
|
|
|
Family relationship satisfaction |
|
|
13.87 |
.001a)
|
|
Satisfieda
|
87 (73.7) |
1.49±0.35 |
|
a-c |
|
Neutralb
|
19 (16.1) |
1.70±0.51 |
|
|
|
Dissatisfiedc
|
12 (10.2) |
1.96±0.39 |
|
|
|
Economic status |
|
|
4.27 |
.016a)
|
|
Higha
|
21 (18.1) |
1.36±0.35 |
|
a-c |
|
Middleb
|
41 (35.3) |
1.55±0.38 |
|
|
|
Lowc
|
54 (46.6) |
1.66±0.42 |
|
|
Table 2.Differences in potential drug-use by substance-related characteristics (N=118)
|
Characteristic |
No. (%) |
Mean±SD |
t/Z/F |
p
|
|
Smoking prevention education within the last year |
|
|
1.26 |
.208 |
|
Yes |
111 (94.1) |
1.56±0.41 |
|
|
|
None |
7 (5.9) |
1.69±0.36 |
|
|
|
Drinking prevention education within the last year |
|
|
0.48 |
.633 |
|
Yes |
107 (90.7) |
1.57±0.41 |
|
|
|
None |
11 (9.3) |
1.57±0.35 |
|
|
|
Substance use prevention education within the last year |
|
|
1.65 |
.100 |
|
Yes |
105 (89.0) |
1.55±0.41 |
|
|
|
None |
13 (11.0) |
1.70±0.40 |
|
|
|
Alcohol within the last month |
|
|
1.08 |
.319 |
|
Yes |
2 (1.8) |
1.83±0.53 |
|
|
|
None |
110 (98.2) |
1.55±0.39 |
|
|
|
Smoking within the last month |
|
|
2.59 |
.003a)
|
|
Yes |
3 (2.9) |
2.30±0.10 |
|
|
|
None |
99 (97.1) |
1.55±0.40 |
|
|
|
Substance use history |
|
|
2.14 |
.017a)
|
|
Yes |
2 (1.8) |
2.32±0.05 |
|
|
|
None |
107 (98.2) |
1.56±0.41 |
|
|
|
Awareness of the risks of substance use |
|
|
1.94 |
.149 |
|
High |
27 (23.1) |
1.46±0.37 |
|
|
|
Medium |
46 (39.3) |
1.57±0.38 |
|
|
|
Low |
44 (37.6) |
1.65±0.45 |
|
|
|
Awareness of the seriousness of substance use |
|
|
0.57 |
.569 |
|
High |
30 (25.6) |
1.50±0.46 |
|
|
|
Medium |
65 (55.6) |
1.60±0.38 |
|
|
|
Low |
22 (18.8) |
1.59±0.43 |
|
|
|
Paths to obtaining information about substance use risks |
|
|
0.03 |
.977 |
|
School education |
39 (33.3) |
1.57±0.38 |
|
|
|
Others |
78 (66.7) |
1.57±0.42 |
|
|
Table 3.Scores for stress, loneliness, emotional dysregulation, and potential drug-use
|
Variable |
Mean±SD |
Range |
|
Stress |
2.65±0.71 |
1.00–5.00 |
|
Loneliness |
1.95±0.45 |
1.04–3.21 |
|
In family relationships |
1.65±0.54 |
1.00–3.63 |
|
In friendships |
1.87±0.63 |
1.00–3.75 |
|
In community relationships |
2.32±0.58 |
1.13–4.00 |
|
Emotional dysregulation |
1.39±0.70 |
0.00–3.26 |
|
Potential drug-use |
1.57±0.41 |
1.00–2.82 |
Table 4.Correlations among stress, loneliness, emotional dysregulation, and potential drug-use (N=118)
|
Variable |
Stress |
Loneliness |
L-1 |
L-2 |
L-3 |
Emotional dysregulation |
|
Loneliness |
.47 (<.001) |
|
|
|
|
|
|
L-1 |
.45 (<.001) |
|
|
|
|
|
|
L-2 |
.45 (<.001) |
|
|
|
|
|
|
L-3 |
.19 (.042) |
|
|
|
|
|
|
Emotional dysregulation |
.62 (<.001) |
.52 (<.001) |
.49 (<.001) |
.43 (<.001) |
.30 (.001) |
|
|
Potential drug-use |
.38 (<.001) |
.39 (<.001) |
.46 (<.001) |
.24 (.011) |
.24 (.011) |
.46 (<.001) |
Table 5.Factors influencing potential drug-use (N=118)
|
B |
SE |
β |
t |
p
|
|
Constant |
.97 |
.11 |
|
8.99 |
<.001 |
|
Loneliness in family relationships |
.21 |
.07 |
.28 |
3.09 |
.003 |
|
School satisfaction: satisfieda)
|
.22 |
.06 |
.27 |
3.44 |
.001 |
|
Emotional dysregulation |
.15 |
.05 |
.26 |
2.89 |
.005 |
|
Adjusted R2
|
.338 |
|
|
|
|
|
F (p) |
20.58 (<.001) |
|
|
|
|
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