Studies have shown that 80% of adult smokers started smoking at a young age, and 30% of this rate started smoking at the age of 11. Although there is no specific reason for smoking, it is known that low socioeconomic status, negative childhood experiences and psychiatric disorders may constitute risk factors for smoking. In addition, openness to experience during adolescence is seen as a risk factor and also a valid reason for smoking (Yazıcı & Ak, 2006).
Among the reasons for smoking, behavioral rewards are attractive for people. Behavioral conditioning towards smoking, its appearance and smell can be rewarding for people. Therefore, even though the nicotine deficit is closed in nicotine replacement therapy, it is difficult for people to replace behavioral characteristics with something else (Dikmen, 1991).
Smoking has a strong "Pavlov effect" for many people. For example, smoking with coffee, smoking after a meal, or seeing another person smoking can trigger people. However, social and cultural norms may trigger smoking. Being in outdoor places where smoking is allowed gives people the message that smoking is allowed (Bilir, Güçiz & Yıldız, 1997).
The reason for coping with stress is shown as the legitimizing behavior of people regarding smoking. Individuals see smoking as a means of coping with stressful situations. Individuals who smoke state that smoking relaxes them when they are bored, sad or under stress (Dilbaz & Apaydın, 2002).
Another reason for smoking is that it helps people maintain weight. Studies have shown that people gain 75% of their weight as a result of quitting smoking, and this rate is around 7 kilos on average.
When psychosocial factors related to smoking are considered, individuals need to interact with their caregivers and family since their early developmental periods. and compatible because they carry out their learning processes in this environment. or adopting incompatible behavioral patterns. The basis of this view is Albert Bandura's "Social Learning Theory". According to this theory, a process is provided in which individuals learn as a result of their interaction with their environment, and their behavior is reinforced or punished. In the early stages, the formation of mental representations about both himself and his environment depends on other family members whom he models. In this regard, having family members with maladaptive behavioral patterns constitutes a risk factor because children can imitate these behaviors (Bandura, 1989). The adoption of compensatory and non-adaptive behaviors by children, such as alcohol and substance use disorders and eating disorders, is possible with the presence of these behaviors in family members. During adolescence, the active role of family members in the learning process is replaced by peer interaction. It can be observed that individuals in adolescence learn through peer communication and, in the same way, model the incompatible behaviors exhibited by their friends with the motivation of belonging to the group (Yazıcı & Ak, 2006).
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