Credibility and Drug Education: A Critique and Reformulation

Abstract

The literature on the impact of source credibility on drug education is reviewed. It is argued that most of this research is rooted in an inaccurate and imprecise conceptualization of credibility. Contemporary communication theory is drawn upon to suggest that the concept is more complex and more fluid than previously thought, with the factors comprising credibility varying with the source, topic, situation, and audience. The implications of such a reconceptualization for drug education are discussed.