Abstract
This study investigated the nature of gambling-related knowledge and beliefs in a survey study of 2,669 students aged 13–17 years in South Australia. Students were classified as pathological gamblers, at risk, or not at risk based upon the DSM-IV-J, and their responses to questions relating to objective odds, probabilities, and common misperceptions were compared. The study confirmed previous studies which have shown that pathological gamblers are more susceptible to erroneous beliefs concerning randomness and chance, but do not differ in terms of their knowledge of objective odds. These findings were discussed in terms of Ladouceur’s notion of “cognitive switching” and the distinction drawn between “hot” and “cold” cognitions in clinical outcome studies. The implications for school-based education programs are examined with attention given to the potential value of role-playing and simulations in encouraging student reflection and self-awareness.
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Notes
The authors acknowledge that young people may have difficulties in conceptualizing, or have little experience with, very large numbers or very long odds, so that it possible that any probability smaller than 1 in 100,000 might be treated as being very much the same as options such as 1 in 8 million. In effect, the lack of accuracy in responding may be due to an inability to differentiate between the correct longer odds option (1 in 8 million) and the other options that were available.
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This project was supported by grant from the Independent Gambling Authority of South Australia and was supported by the S.A. Department for Education and Children’s Services.
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Delfabbro, P., Lambos, C., King, D. et al. Knowledge and Beliefs About Gambling in Australian Secondary School Students and their Implications for Education Strategies. J Gambl Stud 25, 523–539 (2009). https://doi.org/10.1007/s10899-009-9141-0
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DOI: https://doi.org/10.1007/s10899-009-9141-0