Assessment of variables related to Social-Cognitive Learning Theories among drug-dependent people in treatment: Reliability and validity
DOI:
https://doi.org/10.20882/adicciones.341Keywords:
Therapeutic community, assessment, treatment, learning, social-cognitiveAbstract
This study provides a first approach on validating the Social Learning Theory for drug abuse treatment (heroin). We used a set of questionnaires designed to measure different constructs related to Social Learning Theory: Drug use situations, Causal dimensions for drug use and abstinence, Locus of control related to drug use, Outcome expectancies for abstinence, Stages of change and Self-efficacy. Sample includes 671 polidrug opiate-dependent patients was assessed. The assessment instruments showed an adequate internal consistency, with 62% of constructs showing an alpha coefficient higher than 0.80 and other 25% coefficients higher than 0.70. We also found satisfactory construct validity (convergent and divergent), with an exploratory factor analysis providing some support to the constructs included in the original model, by grouping the explored variables in four factors: 1) causal dimensions related constructs, 2) psychological situation and motivation for change; 3) outcome expectancies for abstinence and their subjective value, 4) self-efficacy and locus of control related to drug use. The studied assessment instruments can be useful in planning and assessing psychological interventions for drug-dependent individuals.References
Annis, h.M.; Martin, g. (1985). Drug-Taking Confidence Questionnaire. Toronto: Addiction Research Foundation.
Annis, H.M.; Graham, J.M. (1992) Inventory of Drugtaking Situations: (IDTS) User’s Guide, Adolescent Version. Toronto: Addiction Research Foundation.
Annis, H.M.; Sklar, S.M.; Turner, N.E. (1996). Drug-Taking Confidence Questionnaire (DTCQ) User’s Guide. Addiction Research Foundation. Toronto.
Bandura, A. (1999). A sociocognitive analysis of substance abuse: An agentic perspective. Psychological Science, 10, 214-217.
Becoña, E. (1999). Bases teóricas que sustentan los programas de prevención de drogas. Madrid: Plan Nacional Sobre Drogas.
Cronbach, L. J.; Meehl, P.E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281-302.
Devellis, R.F. (1991). Scale Development: Theory and Applications. London. Sage Publications.
Ebel, R. (1972). Why is a longer test usually a more reliable test?. Educational and psychological Measurement, 32, 249-253.
Llorente, J. (1997). Validación del DTCQ-H en población española. Tesis doctoral no publicada. Madrid: Universidad Nacional de Educación a Distancia (UNED).
Llorente, J.m.; Fernández, C. (1999). La autoeficacia y su relación con la abstinencia y recaída en el proceso de deshabituación de drogas. En: Becoña, E.; Rodríguez, A.; Salazar, I.; (Eds.): Drogodependencias, Vol. Nº 5. Universidad de Santiago de Compostela. 209-248.
Mcauley, E.; Duncan, T.e.; Russell, D.w. (1992). Measuring causal attributions: The revised Causal Dimension Scale (CDS II). Personality and Social Psychology Bulletin, 18, 566-573.
Messick, S. (1980). Test validity and the ethics of assessment. American Psychologist, 35, 11, 1012-1027.
Miller, W.R.; ROLLNICK, S. (1991). Motivational interviewing. Preparing people to change addictive behavior. New York: Guilford Press.
Nunnally, J.C. (1978). Psychometric Theory. New York: McGraw-Hill.
Pérez garcía, A.M. (1986). Aprendizaje social y personalidad: el modelo de J.B. Rotter. En: BERMÚDEZ. J.: Psicología de la Personalidad. Madrid: Universidad nacional de Educación a distancia (UNED).
Rotter, J.b. (1954). Social learning and clinical psychology. Englewood Cliffs, N.J.: Prentice-Hall.
Solomon, K.e.; Annis, H.m. (1989). Development of a Scale to Measure Outcome Expectancy in alcoholics. Cognitive Therapy and Research, 13, 409-421.
Vielva, I. (1994). Percepción de control y afrontamiento en el proceso de rehabilitación del alcohólico. Tesis Doctoral. Universidad de Deusto.
