Longitudinal associations between descriptive and injunctive norms on college drinking.

Perceived norms of drinking prevalence (descriptive norms) and approval (injunctive norms) are among the most robust predictors of college student drinking, but the dynamic fluctuations of these relationships over time are less understood. We examined longitudinal associations of descriptive and injunctive norms on alcohol consumption, disaggregating within-person fluctuations from between-person associations. Participants were 593 heavy drinking college students who completed measures of perceived descriptive and injunctive norms and drinking at baseline, one month, three months, six months, and 12 months. Longitudinal multilevel model analyses revealed that, at the between-person level, only descriptive norms predicted drinking. In contrast, both descriptive and injunctive norms at the within-person level predicted weekly drinking. The findings are the first to examine between- and within-person effects of descriptive and injunctive norms simultaneously on drinking and suggest that future college drinking interventions using normative influence would benefit from recognizing and incorporating within-person fluctuations in perceived norms.

Incorporating Social Networks and Event-Specific Information in a Personalized Feedback Intervention to Reduce Drinking Among Young Adults.

AIMS: To correct risky alcohol use among young adults, current personalized feedback interventions (PFIs) use social influence information related to distal referent groups. Although current PFIs have been effective, little consideration has been given to strategies applying more concrete sources of social influence, namely the influence of specific people within one's social network during actual drinking contexts. The current study evaluated a novel PFI, providing feedback regarding the presence or absence of particular individuals within a participant's close network along with the number of drinks consumed and consequences experienced during several specific drinking occasions. METHODS: TurkPrime users (N = 338) identified five close others with whom they sometimes drank. They also provided details about their five most recent drinking occasions and noted which of their network members were present. Participants were then randomized to receive or not receive feedback consisting of a list of drinking events, negative consequences and who was present. RESULTS: Feedback participants intended to consume fewer drinks over the next month relative to control (b = -0.25, P = 0.001). Analyses were inconclusive as to whether this effect was stronger for those who received more feedback (b = -0.01, P = 0.857). CONCLUSIONS: Results provide preliminary support for the efficacy of a novel social influence-based intervention, which provides personalized feedback indicating social contexts that are more and less likely to lead to negative alcohol-related experiences.

Guilt and expressive writing for reducing alcohol use in college students: Study protocol for a randomized control trial.

The current proposed study aims to evaluate expressive writing as a novel intervention for reducing problematic drinking among college students. College students are at increased risk for alcohol misuse compared to other adults, and the development of efficacious intervention approaches is an urgent priority. The vast majority of individually focused brief interventions targeting college drinking have focused on personalized feedback approaches and recent innovations have largely been limited to refinements of this paradigm, which require large-scale assessment and intricate programming for implementation. The present research proposes expressive writing as a novel alternative, which has been used extensively in other domains but not as an alcohol intervention strategy. We propose a theoretically-based approach that incorporates expression of the self-conscious emotion of guilt and the written analogue of change talk as proposed mechanisms of intervention efficacy. We will also examine individual differences in guilt-proneness as a moderator of intervention efficacy. Heavy drinking college students (N = 600) will be randomly assigned to one of six expressive writing conditions based on a 2 (alcohol vs. distress) × 2 (guilt vs. no guilt) + 1 (control writing) + 1 (personalized feedback) design. Participation in the study involves completion of a screening assessment, a baseline assessment, three in-lab intervention sessions, post-intervention assessments, and follow-up assessments one-month, three-months, six months, and twelve-months later. If effective, this novel intervention approach would not require any pre-assessment or programming of personalized feedback, and would serve as a more easily disseminable alternative to existing approaches.

Cognitive factors and addiction.

The present paper provides a brief review of cognitive factors related to addiction. Five representative cognitive constructs were selected from the current literature. These include the distinction between implicit and explicit cognitions; metacognitions; expectancies; motives; and social norms. For each of these a general overview is provided along with specific findings from selected recent studies. The intention is to provide the reader with a succinct but reasonable view of how each construct is currently studied in relation to the use of alcohol and other substances and to become aware of some of the strengths and limitations corresponding to the study of these constructs.

Who cares if college and drinking are synonymous? Identification with typical students moderates the relationship between college life alcohol salience and drinking outcomes.

There is considerable research demonstrating that college life alcohol salience is associated with alcohol use among undergraduates. However, the strength of this association may depend on whether students self-identify with other students on their campus; self-identification with other students may indicate how influential other students are on an individuals' drinking. As such, the current research investigated whether identification with the "typical student" moderated the relationship between college life alcohol salience beliefs and alcohol-related outcomes. Five-hundred and eleven undergraduates reported their alcohol use, how closely they identified with other students, as well as their college life alcohol salience beliefs. Poisson moderated regression models and negative binomial moderation regression models were employed. Results indicated that self-identification with other students was a significant moderator of the association between college life alcohol salience beliefs and frequency of drinking as well as peak number of drinks, but not drinks per week or alcohol-related problems. Findings suggest that it may be important to shift students' perceptions surrounding drinking as being an important part of the college experience, particularly for those who identify with their peers.