Mireille Krischler

Alcohol warning labels formulated as questions change alcohol-related outcome expectancies: A pilot study

Abstract Alcohol consumption is a leading risk factor for major diseases, particularly among young adults who increasingly engage in binge drinking. Since positive outcome expectancies play a pivotal role in alcohol consumption, we designed alcohol warning labels tailored toward young adults’ outcome expectancies. The warnings were formulated as questions or as statements that were accompanied by a picture. We implemented the warning labels on young adults’ favorite alcohol beverages (beer and alcopops) and presented them in the laboratory. One-hundred twenty-two young adults participated in the study. One third of the sample received the warning labels in question form, one third in statement form, and the final third received no warning labels. We assessed general outcome expectancies, individual outcome expectancies derived from a pre-study, and drinking intentions. The results of this experiment revealed that warning labels presented as statements had no influence on individual and general outcome expectancies and drinking intentions. Warnings posed in the form of questions showed some effectiveness as they increased individual negative outcome expectancy perception. Although only partially effective, the warning labels seem promising for future research.

Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs

ABSTRACT The aim of the current study was to investigate attitudes of Luxemburgish adults toward students with special educational needs (SEN) and their inclusion into mainstream schools. Positive attitudes can facilitate inclusion, furthering the acceptance of students with SEN. Implicit and explicit attitudes may have differential impact on behaviour toward students with SEN, however, to date, there is little research combining explicit and implicit attitudes measurement tools. Participants (N = 161) completed an evaluative priming task, the Attitudes Toward Inclusive Education in the Population questionnaire as well as the German version of the Attitudes toward Inclusive Education Scale. Results show that participants expressed positive attitudes toward inclusive education in general. Participantś implicit attitudes toward students with differing types of SEN varied, with neutral attitudes toward students with learning difficulties and negative attitudes toward students with challenging behaviour. In addition, participantś explicit attitudes toward the inclusion of students with learning difficulties or challenging behaviour in mainstream classrooms were negative. In sum, although people may support the general idea of inclusion, when asked about their attitudes toward students with specific types of SEN, and the inclusion of these students in mainstream schools, participantś attitudes were rather negative. The implications of these findings for the inclusion and acceptance of students with SEN in education and society are discussed.