How Motivational Interviewing Affects the Motivation, Self-Efficacy, and Outcome Expectancies of

133 Pages·2017·1 MB·English

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Electronic Theses and Dissertations
2015
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Sarah Paret Rabkin
Follow this and additional works at: https://dsc.duq.edu/etd
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Paret Rabkin, S. (2015). How Motivational Interviewing Affects the Motivation, Self-Efficacy, and Outcome
Expectancies of Adjudicated Adolescents in a School Setting (Doctoral dissertation, Duquesne
University). Retrieved from https://dsc.duq.edu/etd/1016
This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been
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HOW MOTIVATIONAL INTERVIEWING AFFECTS
THE MOTIVATION, SELF-EFFICACY, AND OUTCOME EXPECTANCIES
OF ADJUDICATED ADOLESCENTS IN A SCHOOL SETTING

A Dissertation
Submitted to the Department of Counseling, Psychology, and Special Education
School of Education

Duquesne University

In partial fulfillment of the requirements for
the degree of Doctor of Philosophy

By
Sarah Paret Rabkin

December 2015

DUQUESNE UNIVERSITY
SCHOOL OF EDUCATION
Department of Counseling, Psychology, and Special Education

Dissertation

Submitted in partial fulfillment of the requirements
for the degree
Doctor of Philosophy (Ph.D.)

School Psychology Doctoral Program

Presented by:

Sarah Paret Rabkin
M.S. Ed. Child Psychology, Duquesne University, 2008
B.S. Psychology, John Carroll University, 2007

July 27, 2015

HOW MOTIVATIONAL INTERVIEWING AFFECTS
THE MOTIVATION, SELF-EFFICACY, AND OUTCOME EXPECTANCIES
OF ADJUDICATED ADOLESCENTS IN A SCHOOL SETTING

Approved by:

________________________________________, Chair
Tammy L. Hughes, Ph.D.
Fr. Martin A. Hehir Endowed Chair for Scholarly Excellence
Professor/Chair
Department of Counseling, Psychology, and Special Education
Duquesne University

________________________________________, Member
Jeffrey A. Miller, Ph.D., ABPP
Professor and Associate Provost/
Associate Academic Vice President
Duquesne University

_______________________________________, Member
Elizabeth McCallum, Ph.D.
Associate Professor
Department of Counseling, Psychology, and Special Education
Duquesne University
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ABSTRACT

HOW MOTIVATIONAL INTERVIEWING AFFECTS
THE MOTIVATION, SELF-EFFICACY, AND OUTCOME EXPECTANCIES
OF ADJUDICATED ADOLESCENTS IN A SCHOOL SETTING

By
Sarah Paret Rabkin
December 2015

Dissertation supervised by Tammy L. Hughes, Ph.D.
Unfortunately, substance use is prevalent among adolescents. Data from the
National Institute on Drug Abuse (NIDA) shows that in 2009, 46.7% of 12th grade
students reported that they had tried an illicit substance in their lifetime (NIDA, 2010).
Substance use in adolescence is the strongest predictor of drug and alcohol disorders in
adults. Albert Bandura’s social cognitive theory suggests there is a reciprocal interaction
between personal, environmental, and behavioral factors that contribute to substance use.
This theory is also useful for identifying factors (e.g. motivation, self-efficacy, and
outcome expectancies) that are central to behavior change.
Motivational Interviewing (MI) is an evidence-based intervention that directly
addresses factors useful for behavioral change. For adolescents using drugs and alcohol,
MI has been identified as an evidence-based intervention (Barnett, et. al., 2012; Jensen,
iv
et. al., 2011). The current study examined the impact of the intervention, MI, on the
social cognitive theory factors of motivation, self-efficacy, and outcome expectancies in
adolescents who have been through the juvenile court system. The intervention was
conducted in a charter school for adjudicated adolescents. To assess the specific impact
of the intervention, a single subject design was utilized.
The results suggest that the intervention positively affects the factors that
contribute to behavior change as indicated by an increase in motivation to avoid
substance use, an increase in self-efficacy to refuse substances, a decrease in positive
outcome expectancies related to using substances, and an increase in the positive
expectancies related to avoiding substance use. This study provides support for the use of
MI in a specific population of adolescents who would benefit from a substance use
intervention.

v
DEDICATION

To my parents Dana and Wendy, and parents in law Mike and Beth Rabkin –
thank you for all of your love, support, and guidance throughout the dissertation process.
To my husband Barry - thank you for encouraging me and lending me the strength
to persevere through every challenge with determination.
To my aunt Ellen – You never let me get distracted or lose my focus. You are
both my co-pilot and my champion.
To all of my friends and family – the faith that you placed in me made all the
difference. Words cannot express the gratitude I feel for your unconditional support.
This dissertation is dedicated to you all, with special thanks to my recently departed
Uncle Tom, whose love of science and people was, and will always be, my inspiration.

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ACKNOWLEDGEMENT

To my dissertation Chair, Dr. Hughes – thank you for your guidance and
mentoring throughout this process. You have always gone the extra mile for me and
shown me how much you cared. I will spend the rest of my career trying to repay to
others, the generous contributions of time, expertise, and mentorship, which you have
shared with me.
And to my committee, Dr. Miller and Dr. McCallum, who made this dissertation
possible – you do so much for our school, and our field, it’s amazing that you still found
time to guide and support me personally. Duquesne is lucky to have you and so am I.
To Dr. Greene Minett at the academy, you took me under your wing, and made
what could have been a stressful process, a genuine pleasure. You smoothed every bump
along the way, and were always in my corner. If I could choose anyone in the world to
run this study with, I would choose you.
I am so lucky and grateful to have had the opportunity work with each of you.
Thank you all from the bottom of my heart, you’ll never know how much your support
and mentorship meant to me.

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TABLE OF CONTENTS
Page
Abstract .............................................................................................................................. iv
Dedication .......................................................................................................................... vi
Acknowledgement ............................................................................................................ vii
List of Figures .................................................................................................................... ix
List of Abbreviations ...........................................................................................................x
Chapter I: Introduction .........................................................................................................1
Chapter II: Literature Review ............................................................................................15
Chapter III: Methods ..........................................................................................................61
Chapter IV: Results ............................................................................................................82
Chapter V: Discussion .......................................................................................................98
References ........................................................................................................................110

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LIST OF FIGURES
Page
Figure 1: Antecedents of Adolescent Substance Abuse ....................................................21
Figure 2: Efficacy Expectations and Outcome Expectations .............................................26
Figure 3: Dimensions of Outcome Expectancies ...............................................................29
Figure 4: Processes of Change ...........................................................................................41
Figure 5: Four Elements of Motivational Interviewing .....................................................44
Figure 6: Motivation Scores Across Phases for all Participants ........................................86
Figure 7: Self-Efficacy Scores Across Phases for all Participants ....................................90
Figure 8: Positive Avoidance Expectancy Scores Across Phases for All Participants ......94
Figure 9: Positive Use Expectancy Scores Across Phases for all Participants ..................97

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