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Bij patiënten met een chronische aandoening is zelfmanagement (het vermogen om gezondheidsproblemen te voorkomen, of als die toch optreden, om te gaan met de symptomen, behandeling en gevolgen daarvan) van groot belang.
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AIMS: To assess the influence of peer alcohol use during adolescence on young adults' alcohol use and abuse, and to assess to what extent parents' perception of their adolescent child's friends and adolescent's self-control modify this influence.METHODS: We analyzed data from the first, third, and fourth wave of a population-based prospective cohort study of 2230 adolescents conducted between 2001 and 2010 (mean ages: 11.1, 16.3, and 19.1, respectively). Alcohol use and abuse were measured at T4 by self-report questionnaires and by the Composite International Diagnostics Interview (CIDI), respectively. Peer alcohol use, self-control, and parents' perception of their adolescent child's friends were measured at T3. We adjusted for gender, age, socioeconomic-status, parental alcohol use, and adolescent baseline alcohol use.RESULTS: Peer alcohol use during adolescence was related to young adults' alcohol use and abuse [odds ratio (95% confidence interval): 1.31 (1.11-1.54) and 1.50 (1.20-1.87), respectively]. Neither parents' perception of their adolescent child's friends nor self-control modified this relationship. Alcohol abusers were more likely to have low self-control than alcohol users. No differences were found between alcohol users and abusers regarding their parents' perception of their friends and peer alcohol use.CONCLUSIONS: Peer alcohol use during adolescence affects young adults' alcohol use and abuse. We found that self-control was only related to alcohol abuse. Peer influence was not modified by parents' perception of peers or by self-control. Peer alcohol use and self-control should thus be separate targets in the prevention of alcohol use/abuse.
Many studies have shown that self-controlled feedback is beneficial for learning motor tasks, andthat learners prefer to receive feedback after supposedly good trials. However, to date all studiesconducted on self-controlled learning have used individual tasks and mainly relatively simpleskills. Therefore, the aim of this study was to examine self-controlled feedback on tactical skills insmall-sided soccer games. Highly talented youth soccer players were assigned to a self-control oryoked group and received video feedback on their o ffensive performance in 3 vs. 2 small-sidedgames. The results showed that the self-control group requested feedback mostly after good trials,that is, after they scored a goal. In addition, the perceived performance of the self-control groupwas higher on feedback than on no-feedback trials. Analyses of the conversations around thevideo feedback revealed that the players and coach discussed good and poor elements of per-formance and how to improve it. Although the coach had a major role in these conversations, theplayers of the self-control group spoke more and showed more initiative compared to the yokedgroup. The results revealed no significant beneficial effect of self-controlled feedback on per-formance as judged by the coach. Overall, the findings suggest that in such a complex situation assmall-sided soccer games, self-controlled feedback is used both to confirm correct performanceelements and to determine and correct errors, and that self-controlled learning stimulates theinvolvement of the learner in the learning process.