The impact of school suspensions: A student wellbeing issue
Williams, Geoffrey C. Niemiec, Christopher P. Patrick, Heather Ryan, Richard Michael Deci, Edward L.
Williams, Geoffrey C.
Niemiec, Christopher P.
Patrick, Heather
Ryan, Richard Michael
Deci, Edward L.
Abstract
Background: The Public Health Service (PHS) Guideline for Treating Tobacco Use and Dependence (Fiore et al. 2000) recommends supporting autonomy and perceived competence to facilitate tobacco abstinence. Purpose: The aim of the study was to evaluate the effectiveness of an intensive tobacco-dependence intervention based on self-determination theory (SDT) and intended to support autonomy and perceived competence in facilitating long-term tobacco abstinence. Methods: One thousand and six adult smokers were recruited into a randomized cessation–induction trial. Community care participants received cessation pamphlets and information on local treatment programs. Intervention participants received the same materials and were asked to meet four times with counselors over 6 months to discuss their health in a manner intended to support autonomy and perceived competence. The primary outcome was 24-month prolonged abstinence from tobacco. The secondary outcome was 7-day point prevalence tobacco abstinence at 24 months postintervention. Results: Smokers in the intervention were more likely to attain both tobacco abstinence outcomes and these effects were partially mediated by change in both autonomous self-regulation and perceived competence from baseline to 6 months. Structural equation modeling confirmed the SDT model of health-behavior change in facilitating long-term tobacco abstinence. Conclusions: An intervention based on SDT and consistent with the PHS Guideline, which was intended to support autonomy and perceived competence, facilitated long-term tobacco abstinence.
Keywords
autonomy, perceived competence, self-determination theory, tobacco abstinence
Date
2009
Type
Journal article
Journal
Annals of Behavioral Medicine
Book
Volume
37
Issue
3
Page Range
315-324
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts