Perceived Norms, Outcome Expectancies, and Collegiate Drinking: Examining the Mediating Role of Drinking Motives

The authors examined the mediational role of drinking motives in explaining the associations among psychosocial antecedents and collegiate drinking. Results indicated that drinking motives partially mediated the relationships between outcome expectancies, perceived norms, alcohol use intensity, and alcohol-related negative consequences

Short-term Evaluation of a Web-Based College Alcohol Misuse and Harm Prevention Course (College Alc)

This study examined the short-term effects of a web-based alcohol misuse and harm prevention course (College Alc) among incoming freshmen at a California public university. Analysis results indicated that at the end of the fall semester, students randomly assigned to College Alc (n = 173) had a higher level of alcohol-related knowledge and less positive attitude toward alcohol use than students in the control group (n = 197). Students assigned to College Alc also reported a somewhat higher level of intentions to use strategies to minimize alcohol-related harm. College Alc did not have any effects on other targeted psychosocial factors (e.g., alcohol expectancies), alcohol use and heavy drinking, and alcohol-related problems. Observed effect sizes were generally small, suggesting that College Alc may have no effect on students' risk for alcohol misuse and related harm

Health-Related Social Norms Among High School Students

Adolescents tend to overestimate the prevalence and acceptability of high-risk behaviors such as drug use and underestimate that of protective behaviors such as proper nutrition. Educational campaigns designed to correct social norms have demonstrated success at improving a variety of health-related behaviors and are among the most successful prevention efforts to date. A sample of 125 high school students responded to questions that addressed beliefs about substance use and other lifestyle choices. Student responses were tallied to determine the most popular responses to each question. Results revealed that the majority of youth surveyed did not endorse the use of alcohol, tobacco and other drugs and many believed that individuals who use these substances are making unwise decisions. In contrast, proper nutrition and exercise were valued. Strategies are offered to assist health educators with the goal of illuminating prosocial group norms that will protect students from substance use and other risky behaviors

Wake up call for collegiate athlete sleep: narrative review and consensus recommendations from the NCAA Interassociation Task Force on Sleep and Wellness

Sleep is an important determinant of collegiate athlete health, well-being and performance. However, collegiate athlete social and physical environments are often not conducive to obtaining restorative sleep. Traditionally, sleep has not been a primary focus of collegiate athletic training and is neglected due to competing academic, athletic and social demands. Collegiate athletics departments are well positioned to facilitate better sleep culture for their athletes. Recognising the lack of evidence-based or consensus-based guidelines for sleep management and restorative sleep for collegiate athletes, the National Collegiate Athletic Association hosted a sleep summit in 2017. Members of the Interassociation Task Force on Sleep and Wellness reviewed current data related to collegiate athlete sleep and aimed to develop consensus recommendations on sleep management and restorative sleep using the Delphi method. In this paper, we provide a narrative review of four topics central to collegiate athlete sleep: (1) sleep patterns and disorders among collegiate athletes; (2) sleep and optimal functioning among athletes; (3) screening, tracking and assessment of athlete sleep; and (4) interventions to improve sleep. We also present five consensus recommendations for colleges to improve their athletes’ sleep

Normative Beliefs, Expectancies, and Alcohol-related Problems among College Students: Implications for Theory and Practice

This investigation (1) examined the interrelations among normative beliefs, alcohol expectancies, and alcohol-related problems and (2) investigated whether alcohol-related expectancies mediate associations between normative beliefs and alcohol-related problems. Participants were 65 undergraduate college students who were participating in the evaluation of an alcohol education curriculum (Wyrick & Fearnow-Kenney 2002). Hierarchical multiple regression analyses provided support for one of the central tenets of social learning theory: that alcohol expectancies mediate the relationship between normative beliefs (the prevalence and acceptance of alcohol use) and alcohol-related socio-emotional and community problems. When differences in the operational definition of normative beliefs are considered, findings are consistent with previous research of the mediational role of alcohol expectancies. Implications for theory and alcohol education are discussed

Reducing Sensitive Survey Response Bias in Research on Adolescents: A Comparison of Web-Based and Paper-and-Pencil Administration

PURPOSE. Using the Problem Oriented Screening Instrument for Teenagers (POSIT), the effect of mode of administration on (1) students' willingness to disclose sensitive information and (2) response rates was investigated.DESIGN. A2 × 2 unequal N factorial analysis of variance (ANOVA) design was employed. Mode of administration (paper-and-pencil vs. Web-based) was crossed with grade level (middle vs. high school).SETTING. The study was conducted in two middle and two high schools.SUBJECTS. A total of 628 middle and high school students completed the survey.MEASURES. The POSIT is a self-report measure with 139 yes/no items that identifies stressors in 10 functional areas (e.g., Substance Use).ANALYSIS. An unequal N 2 (mode) × 2 (grade level) factorial ANOVA was employed. RESULTS. No statistically significant differences were found for self-reported risk across modes of administration. Students completing the Web-based version of the survey were four times more likely to skip an item.CONCLUSIONS. Effect of Mode on Reporting of Sensitive Information—Students completed the Web-based surveys in computer labs with other students. The intent of the Web-based survey was to increase perceived privacy but the environment likely negated any effect. Effect of Mode on Response Rates—The higher response rate for the paper-and-pencil survey was the opposite of what was expected and revealed that students were more likely to skip sensitive items on the Web survey

Pre-post evaluation of the “Supporting Student-Athlete Mental Wellness” module for college coaches

This study sought to determine whether completion of the National Collegiate Athletic Association’s “Supporting Student-Athlete Mental Wellness” online module for coaches increased mental health literacy, reduced stigma, and increased intentions to: 1) communicate proactively with team members about the importance of mental health care seeking, and 2) respond appropriately to support an athlete believed to be struggling with a mental health issue. College head coaches completed pre-test surveys (n?=?969) and immediate post-test surveys (n?=?347, completion rate?=?36%). Module completion was associated with increased mental health literacy, decreased stigma about help seeking and increased intentions to engage in culture setting communication. These findings suggest that the online module is a good start for coach education about mental health; however, additional modifications may be warranted to the extent coach referral to sports medicine staff or provision of emotional support to student-athletes struggling with mental health concerns are considered desired behaviors

Effectiveness of a web-based alcohol-misuse and harm-prevention course among high--and low-risk students

Objective: In the current study, the authors assessed whether a new online alcohol-misuse prevention course (College Alc) is more effective at reducing alcohol use and related consequences among drinkers and nondrinkers. Participants: The authors compared incoming college freshmen who reported any past 30-day alcohol use before the beginning of the semester with those who did not. Method Summary: The authors randomly assigned students who completed a precollege baseline survey to either complete a 3-hour noncredit version of College Alc or serve as members of a control group. The authors conducted a follow-up survey 3 months later. Results: Findings indicated that among freshmen who were regular drinkers before college, College Alc appeared to reduce the frequency of heavy drinking, drunkenness, and negative alcohol-related consequences. Among freshmen who did not report any past-30-day alcohol use before college, College Alc did not appear to have any beneficial effects. Conclusions: Results suggest that College Alc may be an effective program for students with a history of alcohol use

Parental Influence on Drinking Behaviors at the Transition to College: The Mediating Role of Perceived Friends’ Approval of High-Risk Drinking

Objective: This study tested whether perceived parental approval of high-risk drinking is directly linked to alcohol-related outcomes or whether the link between perceived parental approval and these outcomes is mediated by perceived friends’ approval of high-risk drinking. Method: In fall 2009, 1,797 incoming first-year college students (49.7% female) from 142 U.S. colleges and universities completed a web-based survey before participating in an online substance use prevention program. The analytic sample included only 18- to 20-year-old freshmen students who had consumed alcohol in the past year. Students answered questions about perceived parental approval and perceived friends’ approval of high-risk drinking. They also answered questions about their alcohol use (heavy episodic drinking, risky drinking behaviors), use of self-protective strategies (to prevent drinking and driving and to moderate alcohol use), and negative alcohol-related consequences (health, academic and work, social consequences, and drinking and driving). Results: Mediation analyses controlling for the clustering of students within schools indicated that perceived parental approval was directly associated with more easily observable outcomes (e.g., academic- and work-related consequences, drinking and driving). Perceived friends’ approval significantly mediated the link between perceived parental approval and outcomes that are less easily observed (e.g., alcohol use, health consequences). Conclusions: During the transition to college, parents may influence students’ behaviors both directly (through communication) as well as indirectly (by shaping their values and whom students select as friends). Alcohol use prevention programs for students about to start college should address both parental and friend influences on alcohol use. (J. Stud. Alcohol Drugs, 77, 000–000, 2016

College Alcohol Education and Prevention: a Case for Distance Education

College educators and program developers have responded to this need using a variety of different multimedia technologies. Alcohol-related web sites are among the most popular. Many of these sites are designed to improve -knowledge, attitudes, and behavior by teaching scientific facts about alcohol and its effects on the body. Other programs are delivered via CD-ROM (e.g., Alc 101) and have demonstrated some effectiveness. The purpose of this paper is to describe some of the benefits of delivering alcohol education and prevention curricula over the Internet in the form of a distance education course. Despite obvious limitations in sample size, low occurrence of high-risk alcohol use, and the short-term nature of data collection, findings demonstrated two essential points: (1) that College Alc has significant potential for effectively reducing alcohol-related harm among college students and (2) that the Internet is a desirable and effective medium for disseminating a college alcohol education course