Distinct Classes of Negative Alcohol-Related Consequences in a National Sample of Incoming First-Year College Students: A Latent Class Analysis.

UNLABELLED: : First-year college students are at particular risk for experiencing negative alcohol-related consequences that may set the stage for experiencing such consequences in later life. Latent class analysis is a person-centered approach that, based on observable indicator variables, divides a population into mutually exclusive and exhaustive groups ('classes'). To date, no studies have examined the latent class structure of negative alcohol-related consequences experienced by first-year college students just before entering college. AIMS: The aims of this study were to (a) identify classes of first-year college students based on the patterns of negative alcohol-related consequences they experienced just before entering college, and (b) determine whether specific covariates were associated with class membership. METHODS: Incoming freshmen from 148 colleges and universities (N = 54,435) completed a baseline questionnaire as part of an alcohol education program they completed just prior to their first year of college. Participants answered questions regarding demographics and other personal characteristics, their alcohol use in the past 2 weeks, and the negative alcohol-related consequences they had experienced during that time. RESULTS: Four distinct classes of students emerged: (a) No Problems, (b) Academic Problems, (c) Injured Self and (d) Severe Problems. Average number of drinks per drinking day, total number of drinking days, age of drinking initiation, intention to join a fraternity or sorority and family history of alcohol problems were associated with membership in all of the problem classes relative to the No Problems class. CONCLUSIONS: These results can inform future campus-based prevention efforts.

Population-level administration of AlcoholEdu for college: an ARIMA time-series analysis.

Autoregressive integrated moving averages (ARIMA) is a powerful analytic tool for conducting interrupted time-series analysis, yet it is rarely used in studies of public health campaigns or programs. This study demonstrated the use of ARIMA to assess AlcoholEdu for College, an online alcohol education course for first-year students, and other health and safety programs introduced at a moderate-size public university in the South. From 1992 to 2009, the university administered annual Core Alcohol and Drug Surveys to samples of undergraduates (Ns = 498 to 1032). AlcoholEdu and other health and safety programs that began during the study period were assessed through a series of quasi-experimental ARIMA analyses. Implementation of AlcoholEdu in 2004 was significantly associated with substantial decreases in alcohol consumption and alcohol- or drug-related negative consequences. These improvements were sustained over time as succeeding first-year classes took the course. Previous studies have shown that AlcoholEdu has an initial positive effect on students' alcohol use and associated negative consequences. This investigation suggests that these positive changes may be sustainable over time through yearly implementation of the course with first-year students. ARIMA time-series analysis holds great promise for investigating the effect of program and policy interventions to address alcohol- and drug-related problems on campus.

Do college drinkers learn from their mistakes? Effects of recent alcohol-related consequences on planned protective drinking strategies among college freshmen.

This study examined whether recent alcohol-related consequences affect intentions to use protective drinking strategies. Responses were collected from incoming college freshmen (N = 84,367) at 279 U.S. colleges and universities. Plans to limit future drinking were significantly lower among students who were male, younger, White, or were in or intending to join a fraternity or sorority. For heavy drinkers, having recently experienced a higher level of external harms predicted increased plans to limit drinking. For all drinkers, a lower level of recent impaired driving predicted increased plans to limit drinking. Limitations and implications are discussed.

Use and correlates of protective drinking behaviors during the transition to college: analysis of a national sample.

OBJECTIVE: This study examined patterns and correlates of protective drinking behaviors among incoming first-year college students. METHOD: Incoming first-year students (n=76,882) from 258 colleges across the U.S. provided baseline data on demographics, drinking practices, and protective behaviors as part of a web-based alcohol education program. Across the several colleges, responses to protective behavior questions were collected from seven weeks before the start of the school year to five weeks after. RESULTS: Factor analysis identified three protective behavior sub-factors: Limit Drinking, Avoid Drinking and Driving, and Intent to Get Drunk. Both Limit Drinking and Avoid Drinking and Driving generally declined over the course of the data collection period while Intent to Get Drunk and peak blood alcohol concentration increased immediately after the start of school. In multiple regression analyses, the number of heavy drinking episodes in the past two weeks had a strong negative association with a Total Protective Behavior Score and the Limit Drinking Score, and a positive association with the Intent to Get Drunk Score. With the exception of the Intent to Get Drunk Score, women were more likely to use protective behaviors than men. Underage drinkers used protective behaviors less often than their of-age peers, though the effect was small. Race/ethnicity, time to matriculation, and intent to join/membership in a fraternity/sorority had negligible effects on protective behavior scores. CONCLUSIONS: College students increase risky drinking after the start of school while progressively using fewer behaviors that might mitigate the consequences of drinking.

Fake ID ownership in a US sample of incoming first-year college students.

OBJECTIVE: One way that underage drinkers procure alcohol is by using a fake ID. This study examined demographic characteristics and alcohol-related problems associated with fake ID ownership among incoming first-year college students. METHOD: We examined baseline data collected as part of a web-based alcohol education program that had been completed by a large, cross-sectional sample of incoming college freshmen from across the US. RESULTS: Only 7.7% of incoming freshmen reported owning a fake ID. Multiple logistic regression indicated that the odds of owning a fake ID were significantly increased by intent to join or current membership in a fraternity or sorority (OR=2.00; 95% CI=1.64,2.44; p<0.0001), having taken the survey after the start of fall classes (OR=1.27; 95% CI=1.01, 1.59; p=0.04), reporting 1 heavy drinking episode in the past two weeks (OR=1.28; 95% CI=0.97,1.68; p=0.01), reporting 2 or more such episodes (OR=2.78; 95% CI=2.10,3.66; p<0.0001), experiencing external harms related to alcohol use (OR=1.28, 95% CI=1.01,1.61; p=0.01), and drinking and driving (OR=1.34; 95% CI=1.03,1.75; p=0.03). CONCLUSIONS: Fake ID ownership was associated with intent to join or current membership in a fraternity/sorority and with reports of heavy drinking episodes, alcohol-related problems, and drinking and driving. Fake ID owners and incoming college students seeking fraternity or sorority membership should be targeted for multiple interventions to reduce alcohol-related harms.

Reductions in drinking and alcohol-related harms reported by first-year college students taking an online alcohol education course: a randomized trial.

A randomized control trial was conducted at a midsized private university in the Northeast to evaluate the short-term impact of AlcoholEdu for College 8.0, an online alcohol course for first-year students. In September 2007, 1,620 matriculated first-year students were randomly assigned to either a treatment group or an assessment-only control group. Both groups of students completed a baseline survey and knowledge test. Treatment group students finished the course, took a second knowledge test, and 30 days later completed a postintervention survey. Control group students completed the postintervention survey and knowledge test during the same time period. Compared with the control group, treatment group students reported a significantly lower level of alcohol use, fewer negative drinking consequences, and less positive alcohol-related attitudes. AlcoholEdu 8.0 had a positive impact on the first-year students' alcohol-related attitudes, behaviors, and consequences. Additional investigations of online alcohol education courses are warranted.

Gender differences in the socialization of preschoolers' emotional competence.

Preschoolers' socialization of emotion and its contribution to emotional competence is likely to be highly gendered. In their work, the authors have found that mothers often take on the role of emotional gatekeeper in the family, and fathers act as loving playmates, but that parents' styles of socialization of emotion do not usually differ for sons and daughters. They also found several themes in the prediction of preschoolers' emotion knowledge and regulation. For example, sometimes mother-father differences in emotional style actually seem to promote such competence, and girls seem particularly susceptible to parental socialization of emotion.