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Results: 5 pages
Explain your findings (results)
Strive for 6-8 themes or patterns
Use subheaders for patterns found (see Adderall article) Use quotes from your data! At least 2 quotes
per pattern
Organize your results in a logical order
Conclusions or application: 1 page
Sum up your findings, synthesizing all patterns
Propose application of your findings: ways to reduce the rule-breaking behavior?
Discussion: 1 page
How do your findings (results) relate to the lit study? (1.5 pages)
Were your findings similar to previous studies? How?
Were your findings different to previous studies? How?
Address missing data: if you had had 3 years and $1M, what data would you have collected? Provide
ideas for future study
APA style:
Follow regular APA layout (INCLUDING COVER PAGE!) 1-inch margins
Use correctly formatted in-text citations
Format references page correctly
Please see the feedback that my prof gave me about the introduction and method sections that
you have done for me before..
Here is some feedback: IMPORTANT: Use “quotation marks” whenever you copy a stretch of
text from a source. Without those quotation marks, it is considered plagiarism. Fix all of
these important errors for the final draft; otherwise I will be required to make a report to the
Academic Dean. I have marked a few of them in the draft, but you are responsible for finding
all copied portions and fixing them. You can use the Turnitin report for this. Avoid making
unsupported claims. The introduction pulls together information from high-quality sources,
so all claims should be supported with evidence, including in-text citations.
Several sentences are long and unclear. Write in a more straightforward manner. Also,
organize each paragraph around a single topic and stick to that topic like glue. For example,
paragraph 2 mentions initiation after entering content, but then drifts off to use rates during
adolescence, and on to consequences. Each paragraph should start with a clear topic sentence
that tells the reader what the paragraph will be about, and how it relates to the previous
paragraph. Use grammarly to help you resolve some writing errors. You can also ask for a
native speaker of English to proofread your paper, as there are some writing errors that a
computer may not catch.
The final paragraph of the introduction should contain your team’s motivation for studying
this topic, as well as the full (improved) research question. Review the pitch instruction
video for how to construct a good research question. Method section: Don’t include results in
the method section. Focus on one topic per paragraph (see above). Put all the information
about the same topic together, and place the paragraphs in a more logical order. References
page: Fix errors. Include working URLs for all sources.
One more thing: Come up with a catchy essay title.
Running head: DBRG 400 MARIJUANA USE AMONG YOUNG ADULTS
DBRG 400 Marijuana Use among Young Adults
Muhnnad Alharbi
Lynn University
1
DBRG 400 MARIJUANA USE AMONG YOUNG ADULTS
2
Abstract
Newfound independence, intellectual growth, and substance abuse mark the transition
from high school to college. Marijuana use among college-aged people is high with some of the
risk factors including liberalization of marijuana policies, peer pressure, and parenting behavior.
The high rates of marijuana use among young adults support the importance of developing
interventions targeting young adults. The trend of marijuana use among young adults continues
to rise and could have a more significant impact on the population prevalence of marijuana.
Current indicators regarding marijuana use show that the trend would continue and may grow
stronger. The research seeks to find the reasons why people used marijuana and used five indepth interviews with college students to find information regarding marijuana use. The study
found three students started using marijuana at college while two started at high school. Findings
from the study suggest that college students use marijuana because of peer influence. Most of the
respondents ignored the effects of using the drug while one was not aware of them.
DBRG 400 MARIJUANA USE AMONG YOUNG ADULTS
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Marijuana Use among Young Adults
Introduction
Newfound independence, intellectual growth, and substance abuse mark the transition
from high school to college. Tobacco and marijuana are some of the most abused drugs by
students in universities in the United States. Even though tobacco use is declining in most of the
institutions, marijuana continues to increase. Data from the National College Health Assessment
highlights the increase in marijuana use as it shows that over thirty-seven percent of all college
students have tried marijuana (Stewart & Moreno, 2013). Marijuana use begins in early
adulthood with about twenty-five percent of marijuana users initiating its use at college.
Understanding the initiating factors and processes that are involved during the initiation
of marijuana use after entering college has essential implications on the development of
intervention strategies as well as targeting the developmentally appropriate interventions for the
reduction of the new initiates. Prevalent rates for marijuana use are high in the United States
during adolescence and continues through adulthood with about two-thirds of the individuals
with exposure opportunities initiating marijuana use and about forty-five percent progress from
the opportunity to use within one year (Pinchevsky et al., 2012). However, marijuana use has
both the short term and long term consequences. The short term consequences include memory
deficits and difficulties with a concentration that affects the studies of college students. Effects
on academics result in marijuana users reporting poor academic performances that can be
attributed to the less time spent while studying as well as increased absence from class.
Risk factors for marijuana use exist and contribute to individuals using the drug. Some of
the risk factors may have good intentions, but some people may start misusing it. Liberalization
DBRG 400 MARIJUANA USE AMONG YOUNG ADULTS
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of marijuana policies, especially on medical marijuana laws contributed to the increase in its use
in many states within the United States. Medical marijuana is meant for a good cause, but people
start misusing it. Moreover, little research examining the effects of marijuana contributes to
people’s perception that it is harmless thus making it more appealing to them than the other illicit
drugs (Payne, Getachew, Shah, & Berg, 2018). Besides, the legalization of medical marijuana in
some of the states would increase the use of marijuana as some of the people may term it as
harmless.
The high rates of marijuana use among young adults support the importance of
developing interventions targeting young adults. The introduction of marijuana begins at
adolescents where habits of its use start forming. Young adults start using marijuana because of
peer pressure. Adjusting to school life entails forming new friendships as well as sorting out
personal identity and finding ways of socializing (Pinchevsky et al., 2012). Adjusting to school
life and new friends is a transition period where an individual is vulnerable to most situations.
The individual’s social environment is influential as the one may start experimenting on
marijuana as the other students might be using. Peer pressure does not only apply to schoolgoing adolescents but also families and other peers that they see and hear from the internet. Over
forty percent of marijuana users report having friends who used marijuana thus showing the
significance of peers on marijuana use. Research on marijuana use highlights that fewer
marijuana-using friends in high school and college are less likely to use marijuana as compared
to students who have friends using marijuana who would start using as well (Pinchevsky et al.,
2012). Parenting behavior is another factor that affects an individual’s involvement with drugs.
High levels of parenting reduce the chances of an individual involving oneself in drugs across his
DBRG 400 MARIJUANA USE AMONG YOUNG ADULTS
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or her developmental stages. However, less monitoring of the child by parents contributes to the
child trying marijuana use.
Little researches have explored the influence of parenting factors on college-aged
students’ marijuana use. Parental monitoring plays an essential role in the protection of an
individual from substance abuse. Different parents have different forms of monitoring their
children as they adopt some different ways of tracking their children’s activities, whereabouts,
and relationships (Napper, Hummer, Chithambo, & LaBrie, 2015). Some of the parents employ
tactics such as setting rules for their children regarding the way they spent their time as well as
drug use while others solicit information from their children. The aspect of parenting plays an
essential role in drug abuse as highlighted by recent research examining whether parental
monitoring, perceived peer, and parent norms interact to predict alcohol outcomes. However,
limited data that examines the moderating effects of parental monitoring on the relationship
between marijuana norms and outcomes limits the understanding of the role of parenting in drug
abuse (Miech, Patrick, O’Malley, & Johnston, 2017). It is therefore essential to start researching
on the aspect of parenting and its relationship to college-aged people considering that most of
them might be far from their parents’ sight during their time in college.
The trend of marijuana use among young adults continues to rise and could have a more
significant impact on the population prevalence of marijuana. Current indicators regarding
marijuana use show that the trend would continue and may grow stronger. People are beginning
to develop attitudes towards the acceptance of recreational marijuana use (Cohn, et al., 2015).
The increasing trends of marijuana use, particularly on college students and young adults
prompts the need to understand the trends and the reasons why people use the drug. The research
question is; why people use marijuana.
DBRG 400 MARIJUANA USE AMONG YOUNG ADULTS
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Method
Over one week, the researcher conducted five in-depth interviews with college students
regarding marijuana use. The need to use in-depth interviews is for the collection of qualitative
data that would inform the research and explore the perspectives of the interviewees regarding
marijuana use. The interviewed students comprised three males and two females aged between
nineteen and twenty-two years old. The five interviewees were then divided into two depending
on the time the individuals began using marijuana where three interviewees claimed to begin
using marijuana at college while two begun using at high school. The breaking of the
interviewees into groups is to help inform the risk factors of marijuana use. The three
participants who started using marijuana at college claimed that they were motivated by their
friends to use marijuana and would use the drug occasionally. The two students who began using
marijuana at high school claimed that some of the information and misconceptions they heard
about marijuana motivated them.
The interviews lasted fifteen minutes per interviewee and took place in an environment of
the participant’s choice to make them feel comfortable about sharing the information. Besides,
the researcher sought permission from the interviewer and assured that the presented information
would only be used for the research. Obtaining consent from participants was done before the
research to help quantify the number of individuals to interview. Consent seeking process
entailed beginning with a concise and focused presentation of the vital information that assisted
the participants in understanding the reasons for their involvement in the study. The essentiality
of consent before research required preparation and organization of information in a way that
facilitates the participants’ comprehension of the reasons for conducting the reason. Four of the
DBRG 400 MARIJUANA USE AMONG YOUNG ADULTS
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respondents mentioned that they ignored the effects of using the drug while one was not aware of
them.
Risk and benefits assessment revolved around obtaining the right information from the
respondents considering the sensitivity of the issue and trust issues. The benefits of the research
included finding the right information that informed the study. Minimizing the risk involved
assuring the participants of the confidentiality of their provided information.
Gender
Frequency
Percentage
Male
3
67%
Female
2
33%
19
1
20%
20
2
40%
21
1
20%
22
1
20
Domestic
3
67%
International
2
33%
Age
Nationality
%
DBRG 400 MARIJUANA USE AMONG YOUNG ADULTS
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Groupings
Began using marijuana at
3
67%
2
33%
college
Began using marijuana at
high school
The goal of the study was to identify the causes of marijuana use among college-aged
students. The research used codes in the identification of interviewees as a means of protecting
them. The information from the interviews was kept by the researcher and was not exposed to
anyone other than the findings of the research. The participants facilitated the research by
providing information regarding their motivation to use marijuana. However, they did not
receive any form of benefit for participating in the study since it was on a willingness basis.
Research encountered some problems with the international students who were not
comfortable revealing their information regarding the use of marijuana. Besides, cultural
diversity may affect the study particularly on the perception of a particular drug. One of the
international students highlighted the different opinion of marijuana in the country thus adding
complexity to the research.
DBRG 400 MARIJUANA USE AMONG YOUNG ADULTS
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References
Cohn, A., Villanti, A., Richardson, A., Rath, J. M., Williams, V., Stanton, C., & Mermelstein, R.
(2015). The association between alcohol, marijuana use, and new and emerging tobacco
products in a young adult population. Addictive behaviors, 79-88.
Miech, R. A., Patrick, M. E., O’Malley, P. M., & Johnston, L. D. (2017). The influence of
college attendance on risk for marijuana initiation in the United States: 1977 to 2015.
American journal of public health, 107(6), 996-1002.
Napper, L. E., Hummer, J. F., Chithambo, T. P., & LaBrie, J. W. (2015). Perceived parent and
peer marijuana norms: The moderating effect of parental monitoring during college.
Prevention Science, 16(3), 364-373.
Payne, J. B., Getachew, B., Shah, J., & Berg, C. J. (2018). Marijuana Use among Young Adults:
Who Quits and Why? Health Behavior and Policy Review, 5(3), 77-90.
Pinchevsky, G. M., Arria, A. M., Caldeira, K. M., Garnier-Dykstra, L. M., Vincent, K. B., &
O’Grady, K. E. (2012). Marijuana exposure opportunity and initiation during college:
parent and peer influences. Prevention Science, 13(1), 43-54.
Stewart, M. W., & Moreno, M. A. (2013). Changes in attitudes, intentions, and behaviors toward
tobacco and marijuana during US students’ first year of college. Tobacco use insights.
…
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