Explaining Socio-economic Differences in Intention to Smoke among Primary School Children.

H P Cremers*, Anke Oenema, Liesbeth Mercken, Math J. J. M. Candel, Hein de Vries

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Background
Smoking prevalence is higher among low socio-economic status (LSES) groups, and this difference may originate from a higher intention to smoke in childhood. This study aims to identify factors that explain differences in intention to smoke between children living in high socio-economic status (HSES) and LSES neighbourhoods.

Methods
Cross-sectional data were derived from the baseline assessment of a smoking prevention intervention study. Dutch primary school children, aged 10 – 11 years (N = 2,612), completed a web-based questionnaire about their attitude, subjective norm, self-efficacy expectations, modelling and intention to smoke. Linear and logistic regression analyses were performed to assess potential individual cognitive (attitude, subjective norm and self-efficacy) and social environmental (modelling) mediators between SES and intention to smoke.

Results
Multiple mediation models indicated that modelling mediated the association between SES (B = -0.09 (p < 0.01)) and intention to smoke (B = 1.06 (p < 0.01)). Mainly the father, mother and other family members mediated this association. Gender did not moderate the association between SES and intention to smoke and the potential mediators indicating that there are no differences in mediating factors between boys and girls.

Conclusions
This study indicates that future smoking prevention studies may focus on the social environment to prevent smoking onset. However, replication of this study is warranted.
Original languageEnglish
Article number191
JournalBMC Public Health
Volume14
DOIs
Publication statusPublished - 21 Feb 2014
Externally publishedYes

Fingerprint

Dive into the research topics of 'Explaining Socio-economic Differences in Intention to Smoke among Primary School Children.'. Together they form a unique fingerprint.

Cite this