For the Anova Procedure, I decided to test whether there is a relationship between attending a drug/alcohol treatment program and the age at full remission of alcohol abuse. 

Explanatory (Categorical)--->  Ever went to drug/alcohol treatment program 

Response (Quantitative)----> Age at full remission of alcohol abuse 

First, I subsetted my data with the following code to make sure I only get results from 18-24 year olds, and only from individuals who have had at least one alcoholic drink in their lives: 

If AGE in (18:24); If S2AQ1=1;

This is the code I used to run my ANOVA: 

PROC ANOVA; CLASS S3DQ2a6; MODEL S2BQ3F=S3DQ2a6; MEANS S3DQ2a6;

When examining the association between age of full alcohol remission (quantitative response) and whether or not an individual went to treatment (categorical explanatory), an Analysis of Variance (ANOVA) revealed that among young adults, those who attended treatment achieved full remission of alcohol abuse (Mean=19.26, s.d. ±2.40) around the same age as those young adults who did not attend treatment (Mean=19.15, s.d. ±2.25).

The Association between Motivation, Coercion, and Alcohol Abuse Treatment in Young Adults

1. Background

            Alcohol and substance abuse/addiction is an increasing problem among adolescents and young adults in the United States, and the onset of problematic drinking usually occurs between the ages of 18 and 24 (Bukstein, Cornelius, Trunzo, Kelly, & Wood, 2005). Alcohol abuse and binge drinking among young adults in college and non-college populations can lead to sexual assault, injury, and in some cases, death. (Stone, Becker, Huber, & Catalano, 2012) According to a cross-sectional survey of college students from a sample of 119 public and private colleges, binge drinkers are over eight times more likely to have gotten hurt or gotten in trouble with the campus police or local police. (Stone et al., 2012) While there is no scientific cure for substance abuse/addiction, effective treatment can help an individual to obtain sobriety.

            Three fundamental clinical issues are associated with treatment outcomes for populations with drug and alcohol addiction: coercion, motivation, and therapeutic alliance (Wolfe, Kay-Lambkin, Bowman, & Childs, 2013). The best predictors of who enters treatment and how successful they are in treatment are environmental factors such as family factors, motivation, and access to treatment (Bukstein et al., 2005). Motivated individuals are more willing to engage in therapy and to take an active role in the treatment process (Wolfe et al., 2013).

            Motivation is categorized into two primary types: internal and external motivation. Internal motivation stems from an intrinsic desire to change upon recognition of one's substance use as problematic. (Goodman, Peterson-Badali, & Henderson, 2011) An example of internal motivation might be the desire to change upon noticing unpleasant results (e.g. getting fired from one's job due to inappropriate behavior caused by excessive drinking). Contrarily, external motivation is a result of pressure from family and friends (Wolfe et al., 2013). 

            The present study will examine young adults from the National Epidemiologic Survey of Alcohol and Related Conditions (NESARC). The goals of the analysis will include 1) establishing the association between alcohol abuse and treatment seeking patterns in young adults, and 2) determining whether motivation (internal/external) or coercion has a higher success rate in terms of treatment outcome (e.g. will the individual continue to abuse alcohol after leaving treatment, or will they stay sober?)

2. Method

            2.1 Sample

            The sample from the first wave of the National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) represents the civilian, non-institutionalized adult population of the United States, and includes persons living in households, military personnel living off base, and persons residing in the following group quarters: boarding or rooming houses, non-transient hotels and motels, shelters, facilities for housing workers, college quarters, and group homes. The NESARC included over sampling of Blacks, Hispanics and young adults aged 18 to 24 years. The sample included 43,093 participants. The study was done by computer-assisted interviews. 

            2.2 Measures

            Survey data from 18-24 year old respondents will be included, as the study will focus exclusively on young adult behavior. The study measures three categorical variables: internal motivation, external motivation, and coercion. Internal motivation was assessed through problems that directly affected the drinker ("Ever continue to drink even though causing health problem," "More than once want to stop or cut down on drinking" "Ever had job or school troubles because of drinking"). External motivation was assessed based on the influence of people in the drinker's social circle ("Ever continue to drink despite causing trouble with family/friends", "Did not seek help because afraid of what boss, friends family, or others might think.") [WCM3] Coercion was assessed by a history of arrest or legal problems tied to drug use/drinking ("Ever get arrested/have legal problems because of alcohol/drug use".) These variables are compared against the primary response variable ("Ever Went to Drug/Alcohol Rehabilitation Program").

3. Implications

            The effects of alcohol abuse are disastrous, especially on college campuses. Hardly a week goes by without a newspaper headline announcing an alcohol-related death or accident. It is important for colleges to become better equipped to deal with alcohol abuse. For example, the study may find that young adults are less inclined to go to treatment and stay sober if they are worried about what their friends think. If that is the case, colleges should take that information and find ways of providing confidential treatment on campus to enable students to get help without worry about external judgment.

References

Bukstein, O. G., Cornelius, J., Trunzo, A. C., Kelly, T. M., & Wood, D. S. (2005). Clinical predictors of treatment in a population of adolescents with alcohol use disorders. Addictive Behaviors, 30(9), 1663-1673. doi: 10.1016/j.addbeh.2005.07.013

Goodman, I., Peterson-Badali, M., & Henderson, J. (2011). Understanding motivation for substance use treatment: The role of social pressure during the transition to adulthood. Addictive Behaviors, 36(6), 660-668. doi: 10.1016/j.addbeh.2011.01.011

Stone, A. L., Becker, L. G., Huber, A. M., & Catalano, R. F. (2012). Review of risk and protective factors of substance use and problem use in emerging adulthood. Addictive Behaviors, 37(7), 747-775. doi: http://dx.doi.org/10.1016/j.addbeh.2012.02.014

The steps I took for data management are as follows: 1) Renamed all variables; 2) Recoded variables to set data as missing; 3) Generated new variables by combining certain groups of my old variables; 4) Created categorical variables out of my new variables and organized them in degrees.

//renaming variables //relations with parents //outside of school //decision making rename h1wp1 rwp_os_dm_curfew rename h1wp2 rwp_os_dm_hang rename h1wp3 rwp_os_dm_wear rename h1wp4 rwp_os_dm_tv rename h1wp5 rwp_os_dm_tvprograms rename h1wp6 rwp_os_dm_bed rename h1wp7 rwp_os_dm_eat //feelingclose rename h1wp9 rwp_os_fc_closetomom rename h1wp10 rwp_os_fc_carefrommom rename h1wp13 rwp_os_fc_closetodad rename h1wp14 rwp_os_fc_carefromdad //interaction rename h1wp8 rwp_os_in_mealsinroom rename h1wp17a rwp_os_in_shoppingmom rename h1wp17b rwp_os_in_sportmom rename h1wp17c rwp_os_in_churchmom rename h1wp17d rwp_os_in_partymom rename h1wp17e rwp_os_in_eventmom rename h1wp17f rwp_os_in_problemmom rename h1wp17g rwp_os_in_argumentmom rename h1wp18a rwp_os_in_shoppingdad rename h1wp18b rwp_os_in_sportsdad rename h1wp18c rwp_os_in_churchdad rename h1wp18d rwp_os_in_partydad rename h1wp18e rwp_os_in_eventdad rename h1wp18f rwp_os_in_problemdad rename h1wp18g rwp_os_in_argumentdad

//about school //expectations rename h1wp11 rwp_is_ex_gradcollegemom rename h1wp12 rwp_is_ex_gradhsmom rename h1wp15 rwp_is_ex_gradcollegedad rename h1wp16 rwp_is_ex_gradhsdad //interaction rename h1wp17h rwp_is_in_gradesmom rename h1wp17i rwp_is_in_projectmom rename h1wp17j rwp_is_in_thingsmom rename h1wp18h rwp_is_in_gradesdad rename h1wp18i rwp_is_in_projectdad rename h1wp18j rwp_is_in_thingsdad

//academics and education //behavior rename h1ed15 aae_teachers rename h1ed16 aae_attention rename h1ed17 aae_homework rename h1ed18 aae_students //grades rename h1ed11 aae_english rename h1ed12 aae_math rename h1ed13 aae_history rename h1ed14 aae_science

//data management: setting data to missing recode rwp_os_dm_curfew (6/9=.) recode rwp_os_dm_hang (6/9=.) recode rwp_os_dm_wear (6/9=.) recode rwp_os_dm_tv (6/9=.) recode rwp_os_dm_tvprograms (6/9=.) recode rwp_os_dm_bed (6/9=.) recode rwp_os_dm_eat (6/9=.)

recode rwp_os_fc_closetomom (6/8=.) recode rwp_os_fc_carefrommom (6/8=.) recode rwp_os_fc_closetodad (6/8=.) recode rwp_os_fc_carefromdad (6/8=.)

recode rwp_os_in_mealsinroom (96/98=.) recode rwp_os_in_shoppingmom (6/8=.) recode rwp_os_in_sportmom (6/8=.) recode rwp_os_in_churchmom (6/8=.) recode rwp_os_in_partymom (6/8=.) recode rwp_os_in_eventmom (6/8=.) recode rwp_os_in_problemmom (6/8=.) recode rwp_os_in_argumentmom (6/8=.) recode rwp_os_in_shoppingdad (6/8=.) recode rwp_os_in_sportsdad (6/8=.) recode rwp_os_in_churchdad (6/8=.) recode rwp_os_in_partydad (6/8=.) recode rwp_os_in_eventdad (6/8=.) recode rwp_os_in_problemdad (6/8=.) recode rwp_os_in_argumentdad (6/8=.)

recode rwp_is_ex_gradcollegemom (6/9=.) recode rwp_is_ex_gradhsmom (6/9=.) recode rwp_is_ex_gradcollegedad (6/9=.) recode rwp_is_ex_gradhsdad (6/9=.)

recode rwp_is_in_gradesmom (6/8=.) recode rwp_is_in_projectmom (6/8=.) recode rwp_is_in_thingsmom (6/8=.) recode rwp_is_in_gradesdad (6/8=.) recode rwp_is_in_projectdad (6/8=.) recode rwp_is_in_thingsdad (6/8=.)

recode aae_english (5 6=.) (96/98=.) recode aae_math (5 6=.) (96/98=.) recode aae_history (5 6=.) (96/98=.) recode aae_science (5 6=.) (96/98=.)

recode aae_teachers (6/8=.) recode aae_attention (6/8=.) recode aae_homework (6/8=.) recode aae_students (6/8=.)

//data management: grades order switch //higher numbers means higher grades recode aae_english (4=1) (3=2) (2=3) (1=4) recode aae_math (4=1) (3=2) (2=3) (1=4) recode aae_history (4=1) (3=2) (2=3) (1=4) recode aae_science (4=1) (3=2) (2=3) (1=4)

//data management: behavior trouble in school //higher numbers means less trouble in behavior recode aae_teachers (0=5) (1=4) (2=3) (3=2) (4=1) recode aae_attention (0=5) (1=4) (2=3) (3=2) (4=1) recode aae_homework (0=5) (1=4) (2=3) (3=2) (4=1) recode aae_students (0=5) (1=4) (2=3) (3=2) (4=1)

//data management: generating new (aggregate) variables

gen decisionmaking=rwp_os_dm_curfew + rwp_os_dm_hang + rwp_os_dm_wear + rwp_os_dm_tv /// + rwp_os_dm_tvprograms + rwp_os_dm_bed + rwp_os_dm_eat

gen feelingclose=rwp_os_fc_closetomom + rwp_os_fc_carefrommom + rwp_os_fc_closetodad + rwp_os_fc_carefromdad

gen interaction=rwp_os_in_mealsinroom + rwp_os_in_shoppingmom + rwp_os_in_sportmom + /// rwp_os_in_churchmom + rwp_os_in_partymom + rwp_os_in_problemmom + rwp_os_in_argumentmom /// + rwp_os_in_shoppingdad + rwp_os_in_sportsdad + rwp_os_in_churchdad + rwp_os_in_partydad /// + rwp_os_in_eventdad + rwp_os_in_problemdad + rwp_os_in_argumentdad

gen expectations=rwp_is_ex_gradcollegemom + rwp_is_ex_gradhsmom + /// rwp_is_ex_gradcollegedad + rwp_is_ex_gradhsdad

gen schoolinteraction=rwp_is_in_gradesmom + rwp_is_in_projectmom + rwp_is_in_thingsmom /// + rwp_is_in_gradesdad + rwp_is_in_projectdad + rwp_is_in_thingsdad

gen behavior=aae_teachers + aae_attention + aae_homework + aae_students

gen grades=aae_english + aae_math + aae_history + aae_science

//data management: subsetting

gen decisionmakingx=decisionmaking replace decisionmakingx=1 if decisionmaking==0 | decisionmaking==1 | decisionmaking==2 replace decisionmakingx=2 if decisionmaking==3 | decisionmaking==4 | decisionmaking==5 replace decisionmakingx=3 if decisionmaking==6 | decisionmaking==7 label define decisionmaking 1 "Least freedom in decision making" 2 "Moderate freedom in decision making" 3 "Most freedom in decision making" label values decisionmakingx decisionmaking label variable decisionmakingx "Degree of Decision Making Freedom"

gen feelingclosex=feelingclose replace feelingclosex=1 if feelingclose>=1 & feelingclose <=16 replace feelingclosex=2 if feelingclose>=17 & feelingclose <=19 replace feelingclosex=3 if feelingclose==20 label define feelingclose 1 "Least closeness" 2 "Moderate closeness" 3 "Most closeness" label values feelingclosex feelingclose label variable feelingclosex "Degree of Closeness to Parents"

gen interactionx=interaction replace interactionx=1 if interaction>=0 & interaction <=6 replace interactionx=2 if interaction>=7 & interaction <=11 replace interactionx=3 if interaction>=12 label define interaction 1 "Least interaction" 2 "Moderate interaction" 3 "Most interaction" label values interactionx interaction label variable interactionx "Degree of Interaction with Parents"

gen expectationsx=expectations replace expectationsx=1 if expectations>=0 & expectations <=17 replace expectationsx=2 if expectations>=18 & expectations <=19 replace expectationsx=3 if expectations>=20 label define expectations 1 "Least expectations" 2 "Moderate expectations" 3 "Most expectations" label values expectationsx expectations label variable expectationsx "Degree of Expectations about School from Parents"

gen schoolinteractionx=schoolinteraction replace schoolinteractionx=1 if schoolinteraction>=0 & schoolinteraction <=1 replace schoolinteractionx=2 if schoolinteraction>=2 & schoolinteraction <=4 replace schoolinteractionx=3 if schoolinteraction>=5 label define schoolinteraction 1 "Least interaction" 2 "Moderate interaction" 3 "Most interaction" label values schoolinteractionx schoolinteraction label variable schoolinteractionx "Degree of Interaction about School Work from Parents"

gen behaviorx=behavior replace behaviorx=1 if behavior>=0 & behavior <=2 replace behaviorx=2 if behavior>=3 & behavior <=6 replace behaviorx=3 if behavior>=7 label define behavior 1 "Least trouble" 2 "Moderate trouble" 3 "Most trouble" label values behaviorx behavior label variable behaviorx "Degree of Trouble in School"

gen gradesx=grades replace gradesx=1 if grades>=0 & grades <=7 replace gradesx=2 if grades>=8 & grades <=11 replace gradesx=3 if grades>=12 label define grades 1 "Lowest grades" 2 "Moderate grades" 3 "Highest grades" label values gradesx grades label variable gradesx "Grades"

tab1 decisionmakingx

tab1 feelingclosex

tab1 interactionx

CODE:

clear

cd "P:\QAC\qac201\STUDENTS\section4\moreyes\project"

use aid ///

h1wp1-h1wp16 ///

h1wp17a-h1wp17k ///

h1wp18a-h1wp18k ///

h1ed5 ///

h1ed6a-h1ed6m ///

h1ed7-h1ed10 ///

h1ed11-h1ed14 ///

using "P:\QAC\qac201\Studies\AddHealth\Data\addhealth_pds", clear

save projectmika

DESCRIPTION:

The frequency tables indicate that 7 or those without a mom or dad remain consistent all throughout with 131 participants having no mom or dad. The same goes for 9 or not applicable. The three other variables vary accordingly. These answers can be congregated in the future to work as the same variables falling under "decision-making" given by parents. 

The variables remain abstruse and in the future, I will name them accordingly to describe the variables more accurately. 

The topic that I initially hoped to explore was the correlation between parental relationships to the child's eventual educational attainment.

Based on my citations, I found that the proper wording for my searches altered. Instead of parental relations and educational attainment, I found that the most effective searches were parental involvement or parent-child interactionand educational achievement. My codebook now contains a modified version of questions that most correlates with the two new optimum searches.

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Astone, N. M., S. (1991). "Family Structure, Parental Practices and High School Completion." American Sociological Review 56(3): 309-320.

Barnard, W. (2004). "Parent involvement in elementary school and educational attainment." Children and Youth Services Review 26(1): 39 - 62.

Chen, M. F., X. (2001). "Parental Involvement and Students' Academic Achievement: A Meta-Analysis." Educational Psychology Review 13(1): 1 - 22.

Christenson, S., Rounds, T., & Gorney, D. (1992). "Family factors and student achievement: An avenue to increase students' success." School Psychology Quarterly 7(3): 178 - 206.

Desforges, C. A., A. (2003). The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review, Queen's Printer.

Desimone, L. (2010). "Linking Parent Involvement With Student Achievement: Do Race and Income Matter?" The Journal of Educational Research 93(1): 11 - 30.

Jeynes, W. (2003). "A Meta-Analysis on the Effects of Parental Involvement on Minority Children's Academic Achievement." Education and Urban Society 35(2): 202 - 218.

Spera, C. (2005). "A Review of the Relationship Among Parenting Practices, Parenting Styles, and Adolescent School Achievement." Educational Psychology Review 17(2): 125 - 146.

Vahedi, M. N., H. (2011). "Emotional Intelligence, Parental Involvement and Academic Achievement." ScienceDirect 30: 331 - 335.

Wilder, S. (2014). "Effects of parental involement on academic achievement: a meta-synthesis." Educational Review 66(3): 377 - 397.

Based on my citations and further research, I have noted a few common themes:

- Educational attainment is most affected when parents involve themselves in a way that relates to work in school rather than in involvement in life in general

- Socioeconomic factors of the family and the parent as well as the parents' educational level affect the child's attainment in school. Effects vary in different cultures and races as well.

- Educational attainment/levels can be measured in a variety of different ways specifically schooling level achieved or achievement tests per level

- Parental involvement declines in or about the adolescent stage

- Parental involvement in early years has a significant long-term effect (based on lower rates of high school dropouts, increased on-time high school completion and highest grade completed)

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I'm now hoping to explore the correlation of two factors based on my findings: correlation of educational attainment to both parental involvement in the life of children and parental involvement in school/educational work.

Because of this, for the "parental involvement side," I have added questions to my codebook such as "in the past week, did you and your parents go shopping/play a sport/attend a religious event" indicating parents' involvement in the child's life. I have also added questions such as, "in the past week, did you and your parent talk about your school work or grades?" indicating parental involvement in the child's education.