1 Alcohol Expectancies and Self-Efficacy as Moderators of Social Anxiety and Alcohol Use Among College Students Ian J. Ehrhart Thesis submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Masters of Science In Psychology E. Scott Geller, Ph.D. George A. Clum, Ph.D. Robert S. Stephens, Ph.D. Kent E. Glindemann, Ph.D. November 14 th, 2005 Blacksburg, VA Keywords: social anxiety, self-efficacy, alcohol expectancies, alcohol consumption
2 Alcohol Expectancies and Self-Efficacy as Moderators of Social Anxiety and Alcohol Use Among College Students Ian J. Ehrhart Abstract Social anxiety is widely thought to be positively associated with alcohol use. However, these studies rely primarily on self-report of drinking behavior. This research aimed to further explore this research by assessing blood alcohol concentration (BAC), a physiological measure of alcohol intoxication, as the dependent measure in naturalistic settings (i.e., fraternity parties). Results from Study 1 suggest a weak relationship between self-reported anxiety levels and BAC. Study 2 was based on Burke and Stephen s (1999) proposed social cognitive model in which alcohol expectancies and drink-refusal self-efficacy act as moderators of the relationship between dispositional social anxiety and alcohol consumption. Analyses (n=86) did not support a relationship between social anxiety and alcohol use, nor the moderating effects of alcohol expectancies and drink-refusal self-efficacy. Implications for this type of research and possible future directions are discussed.
3 Social Anxiety and Alcohol iii Acknowledgement There are many people I wish to thank who have guided, inspired, and motivated me throughout this process. I would like to thank my advisor, Dr. E. Scott Geller, with whom I have worked with for many years. He supported this research and facilitated my growth as a researcher. It would have been difficult to complete this project without him. Thank you Scott, for your guidance and support throughout the years. I would also like to thank my other committee members, Dr. George Clum, Dr. Bob Stephens, and Dr. Kent Glindemann, for sharing their expertise and insight into this project. I appreciate the time and energy expended into the process, as well as the helpful support and constructive criticism along the way. I would like to thank the talented and supportive graduate students of the Center for Applied Behavior Systems (CABS), both past and present, with whom I have been privileged to work with: Tommy Cunningham, Chris Downing, Elise Drake, Chris Dula, Leah Farrell, Angie Fournier, Jeff Hickman, Wes Keene, Phil Lehman, Sara Valentino, and Doug Wiegand. I would like to thank Steve Clarke for his advice and assistance. I would also like to thank the CABS center coordinators with whom I have worked with and make it possible for the center to run on a daily basis: Matt Cox, Matt Hargrove, Hugh Kimbel, and Kristin Williamson. Not least of all, I would like to thank the undergraduate research assistants of CABS who dedicate their time to collecting and entering data. Though they are all to numerous to name here, I would particularly like to thank Rachael Budowle, David Harris, and Patrick Rhodes for their hard work and friendship. I would also like to thank the fraternities who allowed us to collect this data at their parties, without them, this research would not have been possible.
4 Social Anxiety and Alcohol iv Last but not least I would like to thank my family and friends for their support during my graduate career. To my mother, Jane Ehrhart, my father, Bill Ehrhart, and my step-mother, Julie Ehrhart for their years of supporting my academic pursuits. To my grandmothers, Geraldine Struber and Rose Cirelli, Jerry and Jill Alderfer, Justin Alderfer, and the rest of my extended family for always being there. Finally, all of my dearest friends with whom I have shared both the good and bad, making it possible to succeed not only with this research, but in life. You know who you are. Thank you.
5 Social Anxiety and Alcohol v Table of Contents Page Title Page..i Abstract.... ii Acknowledgements....iii Table of Contents....v List of Tables and Figures.....vi Introduction Study Method Results Discussion... 8 Study Method Results Discussion...23 References Tables Figures Appendix A: Questionnaires Appendix B: Curriculum Vita... 52
6 Social Anxiety and Alcohol vi List of Tables and Figures Page Tables 1. Summary Statistics for Study 1 Data Analysis Study 2 Independent Measures and Associated Subscales Summary Statistics for Primary Data Analysis Relevant Correlations for Primary Data Analysis Regression Results for Primary Data Analysis Summary Statistics for Total Sample Data Analysis Relevant Correlations for Total Sample Data Analysis Regression Results for Total Sample Data Analysis..43 Figures 1. Mean BAC as a Function of Anxiety Category.45
7 Social Anxiety and Alcohol 1 Alcohol Expectancies and Self-Efficacy as Moderator of Social Anxiety and Alcohol Use Among College Students Introduction Alcohol use continues to be a major concern among this nation s colleges and universities. Alcohol abuse contributes to a variety of negative consequences, ranging from physical harm to reduced academic success, as well as impaired decision-making and driving while intoxicated (DWI). In 1999, for example, 38% of all traffic fatalities occurred in crashes with at least one legally intoxicated driver, resulting in 15,786 fatalities (National Highway Traffic Safety Administration, NHTSA, 2000). Wechsler and his colleagues (2000) reported 44% of college students in 1999 were classified as binge drinkers (defined as consuming five or more alcoholic drinks in a sitting for men and four or more drinks in a sitting for women), and 24% were classified as frequent binge drinkers. Furthermore, survey research suggests: a) 80% to 90% of all college students consume alcoholic beverages (Wechsler et al., 1994), b) almost half of all college students are high-risk drinkers (Wechsler et al., 2000), c) many students drink with the clear intention of intoxication (Glindemann, Geller, & Ludwig, 1996), and d) 8.3% of college students report consumption of 16 or more alcoholic beverages per week (Presely, Meilman, & Lyerla, 1993). Why is alcohol use so prevalent and elevated among college students? The reasons are seemingly numerous, from attempts to reduce depression or stress to drinking inexperience, peer pressure, and the college student s sudden independence from family. The proposal research aims to examine yet another possibility. Specifically, feelings of insecurity or anxiety in social situations (i.e., fraternity parties, bars, etc.) can trigger expectancies that alcohol can help to ameliorate these symptoms, leading to increased alcohol consumption.
8 Social Anxiety and Alcohol 2 Social Anxiety Social anxiety is defined as a persistent fear of embarrassment or negative evaluation while engaged in social interaction or public performance (Heimberg et al., 1999). Burke and Stephens (1999) report, based on previous research, individuals will experience feelings of social anxiety when their behavior is subject to the real or imagined scrutiny of others or when motivated to make a good impression but have doubts about their ability to do so (p. 521). A fraternity party is an example of a setting where pressures to fit in and be social can serve to activate these feelings of social anxiety, and in turn motivate increased alcohol consumption in an attempt to ameliorate these symptoms. There are mixed results in the current research about this relationship. While some studies report positive associations between social anxiety and alcohol consumption (Kidorf & Lang, 1999), problem drinking (Lewis & O Neill, 2000), and alcohol-related problems and dependence (Gilles, Turk, & Fresco, 2005), others report either no relation or negative relationships (Ham & Hope, 2005; Tran, Haaga, & Chambless, 1997). Several theoretical models have been offered to explain the anxiolytic effects of alcohol. In 1956, Conger offered the Tension Reduction Hypothesis. This model posited that alcohol reduces tension and individuals drink alcohol to derive these tension-reducing effects. The Stress-Response Dampening Model (Levenson et al., 1980) suggests alcohol dampens the response one has to a stressor, making it a powerful reinforcer. Current research suggests this relationship is more complicated than these medical models purport. For example, Burke and Stephens (1999) offer a Social Cognitive Model to explain the anxiety-reducing effects of alcohol, which incorporates aspects of alcohol expectancy and self-efficacy research to achieve a more complete understanding of this relationship.
9 Social Anxiety and Alcohol 3 Specifically, the model addresses the moderational role alcohol expectancies and drink-refusal self-efficacy may play in the relationship between alcohol consumption and social anxiety. Specifically, those who hold positive alcohol expectancies will consume more alcohol than those who hold negative alcohol expectancies. Further, those more confident in their ability to avoid heavy drinking in social situations will be less likely to reach at-risk levels of intoxication. In this model, those most at risk would be individuals indicating high levels of social anxiety, positive alcohol expectancies, and low drink-refusal self-efficacy. Gilles, Turk, and Fresco (2005) set out to test this model, as proposed by Burke and Stephens (1999). Using a sample of 118 college students, a significant three-way interaction was found between social anxiety, alcohol expectancies, and drink-refusal self-efficacy for amount and frequency of alcohol consumption. High positive alcohol expectancies and low drink-refusal self-efficacy led to increased alcohol consumption among those with high levels of social anxiety. With this sample, the hypothesized model of Burke and Stephens (1999) was supported. Alcohol Expectancies Derived from Bandura s (1977) concept of outcome expectancy, alcohol expectancies are the belief that consuming alcohol will lead to a specific outcome. For the purposes of this paper, it is the belief (or disbelief) that consuming alcohol will reduce feelings of social anxiety and increase sociability and assertiveness. Similarly, alcohol expectancies have been found to be strongly associated with drinking in response to antecedent tension (Young & Oei, 2000). These expectancies are not formed after one s first sip of alcohol, but rather may be established long before, as early as age six and increase with age, with a large spike occurring between third and fourth grade (Miller, Smith, & Goldman, 1990). Everything from television to
10 Social Anxiety and Alcohol 4 parental behavior can help to form a person s alcohol expectancies, without ever having experienced the effects of alcohol firsthand. Research has found positive relations between social anxiety and alcohol expectancies (Brown & Munson, 1987; Burke & Stephens, 1997; Leonard & Blane, 1988) and alcohol consumption (Lewis & O Neill, 2000) among college-student populations. Burke and Stephens (1999) report in social interactions within an environment where drinking is normative, feelings of social anxiety may activate alcohol expectancies of social anxiety reduction and social facilitation. Truly, many social environments college students encounter are those where drinking is normative, such as fraternity parties, private parties, and bar settings. However, this relationship is unclear as a study by Eggleston and colleagues (2004) did not support the moderational effect of alcohol expectancies on social anxiety and alcohol consumption. Self-Efficacy The principle of self-efficacy (Bandura, 1987) posits that people will engage in worthwhile behaviors if they believe they will be able to perform these behaviors competently. With regard to alcohol use, it is the belief the individual will be able to consume alcohol moderately (or avoid alcohol all together) in situations where the temptation to consume alcohol is high. A fraternity party is one situation where alcohol use is not only prevalent, but encouraged. In this environment, a high level of self-efficacy to avoid heavy drinking is needed to resist situational temptations. Much research on self-efficacy for avoiding high levels of alcohol consumption using college-student populations reach similar conclusions: low self-efficacy leads to increased alcohol consumption (Evans & Dunn, 1995; Reis & Riley, 2000). In one study, Burke and Stephens (1997) found an inverse relation between social anxiety and self-efficacy among
11 Social Anxiety and Alcohol 5 college students. That is, those reporting high levels of social anxiety also reported low levels of self-efficacy for avoiding heavy alcohol consumption. They posited feelings of inadequacy promoted by social-anxiety-producing situations serve to reduce overall confidence and therefore self-efficacy. Differential Influence of Alcohol Expectancies and Self-Efficacy It has been proposed that alcohol expectancies and drink-refusal self-efficacy have differential influences on drinking behavior. In a study by Lee and Oei (1993), drink-refusal selfefficacy was related to both alcohol consumption frequency and quantity, while alcohol expectancies were only related to frequency. Further, Oei and Burrow (2000) reported, although alcohol expectancies and drink-refusal self-efficacy are both associated with increased alcohol consumption, drink-refusal self-efficacy plays a more critical role in this relationship. Front-loading of Alcohol Front-loading of alcohol is defined as consuming alcohol in preparation of attending a social situation where alcohol is consumed later in the evening. In other words, front-loading refers to alcohol an individual consumes before actually arriving at a fraternity party or bar. Reasons for front-loading range from the anticipation of not liking the alcohol served at a fraternity party (usually inexpensive, low-quality beer) to not being of legal age to purchase alcohol in a bar setting. Another possible reason for front-loading is to experience a reduction in anxiety. Individuals may consume a few drinks before leaving their homes to enhance relaxation and perceptions of social competence in preparation of attending a potentially anxiety-producing social situation (i.e., a crowded fraternity party). Unfortunately, front-loading has rarely been studied systematically. In a recent study by Glindemann, Ehrhart, Maynard, and Geller (in press), 69% of participants (from a sample of
12 Social Anxiety and Alcohol 6 1,528) reported they had front-loaded before going downtown to drink for the evening. Furthermore, those participants who front-loaded and consumed alcohol in a bar setting after arriving downtown reached at-risk levels of intoxication, compared to those who only frontloaded and those who only consumed alcohol in a bar (i.e., did not front-load). Although some reasons for front-loading before attending a fraternity party may differ than those before going to bars, both environments can be seen as producing social anxiety, and the alleviation of this anxiety is a plausible reason to front-load. Study 1 This study aimed to compare a physiological measure of intoxication, Blood Alcohol Concentration (BAC), with partygoers self-reported anxiety levels. It was hypothesized selfreported anxiety level would be positively related to BAC. Method Participants and Setting Data were collected at 13 fraternity parties hosted by six different fraternities, at both onand off-campus houses, during the Fall 2002 and Spring Overall, BACs were assessed from 905 participants (578 men, 312 women) between the ages of 18 and 28. Measures Participants were administered the At-Party Questionnaire (APQ) which assessed demographic variables and self-reported drinking behaviors. It also assessed self-reported anxiety levels both before arriving at the party (Anxiety Before; on a scale from 0 to 3, how anxious were you before you arrived at tonight s party? ) and while at the party (Anxiety Now; on a scale from 0 to 3, how anxious are you feeling right now. ). The APQ took about two minutes to complete.
13 Social Anxiety and Alcohol 7 Procedures Two to four teams of three research assistants (RAs) each arrived at the parties and collected data from 12:00 a.m. to 1:00 a.m. Partygoers were asked to participate in a study on college-student alcohol consumption and informed consent was obtained. The participant then completed the APQ and was directed to the RAs conducting breathalyzer assessments. Before receiving this assessment, participants were asked to swish 2 oz. of water to remove any residual alcohol from their mouths and avoid artificial inflation of BAC levels. (A more detailed explanation of this methodology is given in Study 2 described later in this report). After receiving BAC feedback, the participants were thanked for their participation and strongly advised not to drive if they had a BAC.05. Apparatus BACs were assessed using hand-held Lifeloc FC20 breathalyzers (accuracy +/-.005, Lifeloc Technologies, Wheat Ridge, CO). The breathalyzers are calibrated monthly to ensure accuracy. Results The mean BAC for all participants was.097 (SD =.060), ranging from.000 to.293. The mean Anxiety-Before score was.52 (SD =.85), ranging from 0 to 3. The mean Anxiety- Now score was.56 (SD =.88), ranging from 0 to 3. The mean Total-Anxiety score (Anxiety Before plus Anxiety Now) was 1.08 (SD = 1.58), ranging from 0 to 6. Table 1 depicts these data in tabular form. A correlational analysis revealed that BAC was positively correlated with Anxiety Before (r =.094, p <.01), Anxiety Now (r =.092, p <.01), and Total Anxiety (r =.102, p <.01). Self-
14 Social Anxiety and Alcohol 8 reported anxiety was positively related to participant intoxication. However, it should be noted these correlations are very small. To assess if there were differences between partygoers reporting anxiety and those reporting no anxiety at all, a one-way ANOVA by Anxiety Category (Total Anxiety = 0, Total Anxiety > 0) was performed on the dependent measure BAC, revealing a significant main effect, F(1, 903) = 5.18, p <.05. Partygoers reporting no anxiety during the evening had a mean BAC of.093, while those reporting any anxiety for the evening had a mean BAC of.102 (see Figure 1). Discussion From these results, there is evidence of a positive relationship between partygoers selfreported anxiety levels and their intoxication level. However, the magnitude of these correlations is small and should be interpreted with caution. Further, significantly higher BACs were seen among partygoers reporting any anxiety at all, compared to peers who reported no anxiety at all. Though it appears some relationship does exist between self-reported anxiety level and alcohol intoxication, this study evidenced several weaknesses which warrant follow-up investigation. One weakness is the fact the term anxiety was not operationally defined for the participants, but rather left to their own subjective interpretations. Because anxiety is defined differently by different people, partygoers may have interpreted it as stress or excitement, as opposed to a more clinical interpretation. This could be reconciled by administering participants a validated measure of anxiety one where the term is operationally defined. Another weakness concerns the Anxiety Before measure, which asked participants to recall their anxiety level from earlier in the evening. This estimation could prove difficult for a sober participant, let alone one who had been consuming alcohol (possibly large quantities) for a
15 Social Anxiety and Alcohol 9 better part of the evening. In fact, any assessment obtained from potentially intoxicated participants raises important validity questions. Study 2 attempted to address some of these concerns. Specifically, the main dependent measures used demonstrated psychometric reliability and validity, reducing the potential for subjective interpretation of the constructs being assessed. Further, these measures were completed while participants were beyond the fraternity party environment. Presumably, participants would be less likely to be intoxicated at this time, greatly reducing the influence of alcohol in completing the assessment, though this could not be substantiated. Study 2 This study aimed to add to the research of the moderating roles alcohol expectancies and self-efficacy play in the relationship between social anxiety and alcohol consumption among college students. Past studies have relied on self-reported drinking history as a measure of drinking behavior. As in Study 1, this field study differs from prior research in that a physiological measure of intoxication (i.e., BAC) was acquired at the fraternity party where relevant alcohol consumption occurred. From this, a participant s actual level of intoxication in a social anxiety-producing environment was compared to their self-reported level of trait social anxiety (as measured by the Interaction Anxiousness Scale described below), alcohol expectancies, and self-efficacy for avoiding heavy drinking. From the relevant literature review and Study 1, it was hypothesized: 1) those with high levels of social anxiety will become more intoxicated than those with low levels of social anxiety, 2) those reporting high levels of social anxiety and positive expectancies about the anxiolytic effects of alcohol will become more intoxicated than those with high levels of social anxiety but less positive expectancies about the anxiolytic effects of alcohol, 3) those reporting
16 Social Anxiety and Alcohol 10 high levels of social anxiety and low levels of self-efficacy for avoiding heavy drinking will become more intoxicated than those with high social anxiety and high levels of self-efficacy for avoiding heavy drinking, 4) those reporting high levels of social anxiety, positive alcohol expectancies, and low self-efficacy for avoiding heavy drinking will become more intoxicated than those reporting high levels of social anxiety, positive alcohol expectancies, and high selfefficacy for avoiding heavy drinking and those with negative alcohol expectancies, and 5) those reporting high levels of social anxiety will front-load more than those reporting low levels of social anxiety. Method Participants Participants (n = 319; 216 men, 103 women) were college students attending one of seven fraternity parties hosted by four different fraternities during the Spring 2005 semester. Because three of the fraternities hosted two parties each, there was potential for participants to complete all measures and have their BAC assessed at both parties. In this case, participants data from only the first party were kept (n = 18; 14 men, 4 women). Of the remaining 301 participants, 215 (156 men, 59 women) were excluded because they did not complete all measures, leaving 86 participants (46 men, 40 women) between the ages of 17 and 22 (M = 19.5) for final data analysis. Measures Interaction Anxiousness Scale (IAS). The IAS (Leary, 1983, 1993) is a 15-item scale designed to assess dispositional (or trait) social anxiety. Responses are recorded on a scale ranging from 1 (the statement is not at all characteristic of me) to 5 (the statement is extremely
17 Social Anxiety and Alcohol 11 characteristic of me), resulting in an overall score ranging from 15 to 75, with higher scores indicating higher levels of dispositional social anxiety. Burke and Stephens (1997) employed the IAS as a dependent measure in a study examining the effect of anxious affect on drinking self-efficacy. In an analysis of 1,864 respondents over ten years, the IAS demonstrated high internal reliability, with all alphas greater than.85 (Leary, 1993). Eight-week test-retest validity has also been reported (α =.80) in an earlier study (Leary, 1983). Also reported is evidence of construct validity between the IAS and measures of social discomfort (r s ranging from.36 to.88) and modest criterion-related validity evidenced by positive correlations between the IAS and self-reported anxiety (r s ranging from.26 to.48), and a negative correlation between the IAS and self-reported confidence in a social encounter (r = -.44) (Leary, 1993). Alcohol Expectancy Questionnaire (AEQ). The AEQ (Brown, Christiansen, & Goldman, 1987) is a 90-item scale designed to assess beliefs regarding the effects of moderate alcohol consumption. Participants indicate Agreement or Disagreement with each of the statements on the AEQ. To increase response variability for this study, an alternate scoring scheme was devised in which responses were recorded from 1 (completely disagree) to 6 (completely agree), in essence splitting each of the original categories into three subcategories. Using this six-point scale, George and colleagues (1995) provided marginal support for goodness-of-fit (NFI =.869, CFI =.881, RMSR =.04 1 ) to the original six-factor model of the AEQ. For this study, only the Social Assertiveness and Relaxation/Tension Reduction scales were administered because they have the greatest relevance to the hypotheses of this study, resulting in a 20-item measure. Kidorf and Lang (1999) used this same rationale to examine the 1 NFI = Normed Fit Index (Bentler & Bonnett, 1980), CFI = Comparative Fit Index (Bentler, 1989), RMSR = Root- Mean-Square Residual
18 Social Anxiety and Alcohol 12 role of social anxiety and expectancies on stress-induced drinking. Items assessing Social Assertiveness include Alcohol allows me to be more assertive and I find that talking with people of the opposite sex is easier after I ve had a few drinks. Items purporting to measure Relaxation/Tension Reduction include Alcohol makes my muscles relax and If I am tense or anxious, having a few drinks makes me feel better. Both scales show good internal consistency, ranging from.54 to.76 (Brown et al., 1987). Situational Confidence Questionnaire (SCQ-39). The SCQ-39 (Annis & Graham, 1988) is a 39-item scale designed to assess confidence in resisting high levels of alcohol consumption across different tempting situations. For this study, a modified version of the SCQ-39 (SCQ- 39M; Burke & Stephens, 1997) was administered. This 26-item scale is not only shorter, but includes items applicable to a college student population. The survey items can be divided into two subscales, self-efficacy for avoiding heavy drinking in positive situations (10 items) and self-efficacy for avoiding heavy drinking in negative situations (10 items). An additional six-item subscale was also included to assess selfefficacy for avoiding heavy drinking in social-anxiety-producing situations. An alternative social anxiety subscale was created using this six-item subscale plus three items from the positive affective states subscale. Responses are recorded for each item on a scale from 0% (not at all confident) to 100% (very confident) in increments of 20 percentage points (0%, 20%, 40%, etc.). Higher overall scores indicate higher self-efficacy for avoiding heavy drinking. Alphas range from.86 to.95 for the three subscales, indicating excellent internal consistency (Greaves & Stephens, 1992). Because of an error in the online programming of the Post-Party Questionnaire (see below), only some participants were administered the 26-item version of this scale (n = 34,
19 Social Anxiety and Alcohol % of the sample). The other 52 participants received only a partial version of the SCQ-39M containing 15 items (this shorter version is referred to as the PSCQ). Although scores on these two version were significantly correlated (r =.904, p <.001), a t-test analysis conducted using the 34 participants who completed the full version of the SCQ-39M revealed a significant difference between scores on the SCQ-39M and the PSCQ, t (33) = 4.99, p <.001. Please refer to Table 2 for a list of all measures and their associated subscales. Other Measures. The At-Party Questionnaire (APQ; see Appendix A) was administered in the field (i.e., at a fraternity party) and assesses front-loading behavior as well as demographic characteristics and self-reported drinking behaviors. In addition, two general questions were included to assess anxiety level ( How anxious do you usually feel in social situations such as this one? ) and alcohol expectancies ( To what extent do you believe alcohol helps to reduce this anxiety? ). Responses are recorded on a scale from 1 (none) to 6 (completely). The Post-Party Questionnaire (PPQ; see Appendix A) is taken as close in time as possible after the data-collection party, usually within one to three days, and includes the IAS, AEQ, and SCQ-39M, as well as items assessing demographic characteristics, drinking history, partydrinking recollection, negative outcomes as a result of drinking, and party-related experiences. Participants either completed the PPQ online (for non-host-fraternity members) or by paper and pencil (for host-fraternity members). All questionnaires were linked using a six-character anonymous participant code. This code consisted of the first two letters of the city in which the participant was born, the first two letters of their mother s maiden name, and the number of the month in which they were born. This code was chosen because of its ease of recall to those filling out different questionnaires at different times.
20 Social Anxiety and Alcohol 14 Apparatus As in Study 1, BACs were assessed using hand-held Lifeloc FC20 breathalyzers (accuracy +/-.005, Lifeloc Technologies, Wheat Ridge, CO). Breathalyzers are calibrated monthly to ensure accuracy. Procedure Fraternity selection. Fraternities were selected from those already involved in research funded by the National Institutes of Health (NIH) and conducted by the Center for Applied Behavior Systems (CABS). Because some fraternities were involved in research projects that included interventions to decrease alcohol use among college students, data for this study were only collected at baseline parties to rule out the intervention as an extraneous variable. Care was taken not to inform the fraternities ahead of time at which parties data collection teams would be present. This was to ensure fraternity members drinking behavior was not influenced by the anticipation of BAC measurement. For their participation, fraternities received $100 for each party they hosted where data were collected, and $25 for each meeting at which the PPQ was administered. This financial reward was to be placed into the fraternity s scholarship fund, payable at the end of the semester. This financial support was provided by a grant from the National Institute on Alcohol Abuse and Alcoholism (Grant # 1-R01-AA ). Party raffle. At each party, there was an incentive for partygoers to participate in the research, namely a chance to be entered into a raffle for $100 cash. To be entered into the raffle, partygoers must have completed the APQ and had their BAC assessed. This incentive was offered to ensure the sample was representative of partygoers. That is, to ensure participants were not only partygoers who were highly intoxicated and curious about how high their BAC
Climate Surveys: Useful Tools to Help Colleges and Universities in Their Efforts to Reduce and Prevent Sexual Assault Why are we releasing information about climate surveys? Sexual assault is a significant
How Service Learning Affects Students Alexander W. Astin Lori J. Vogelgesang Elaine K. Ikeda Jennifer A. Yee Higher Education Research Institute University of California, Los Angeles January, 2000 Acknowledgements
Promoting Success In Online College Courses: Understanding Interactions Between Course Structure And Learner Readiness Cathleen A. Kennedy University of California, Berkeley Presented at the Annual Meeting
CAREER COUNSELING AND CAREER COURSES: PROCESS, IMPACT AND OUTCOMES BY VETISHA L. MCCLAIR DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational
Emotion 2011 American Psychological Association 2011, Vol. 11, No. 2, 391 402 1528-3542/11/$12.00 DOI: 10.1037/a0022575 Becoming Happier Takes Both a Will and a Proper Way: An Experimental Longitudinal
Table of Contents THE MASTERY LEARNING MANUAL CHAPTER 1 INTRODUCTION TO MASTERY LEARNING Introduction by Carla Ford 1 Perspective on Training: Mastery Learning in the Elementary School 2 CHAPTER 2 AN OVERVIEW
GRADUATE SCHOOL STRESS MANAGEMENT: TIPS FROM RECENT SOCIAL WORK GRADUATES TO FUTURE STUDENTS Araxia Manukyan B.S., University of California, Davis, 2005 Elisa Olmo B.A., University of California, Santa
The Affective Tipping Point Do Motivated Reasoners ever Get It? David P. Redlawsk Professor of Political Science Rutgers University New Brunswick, NJ 08901 732-932-9384 firstname.lastname@example.org Andrew J. W.
Coping-Skills Training and Cue-Exposure Therapy in the Treatment of Alcoholism Peter M. Monti, Ph.D., and Damaris J. Rohsenow, Ph.D. Coping-skills training (CST) and cue-exposure treatment (CET) are two
A Call to Action: Changing the Culture of Drinking at U.S. Colleges Task Force of the National Advisory Council on Alcohol Abuse and Alcoholism National Institutes of Health U.S. DEPARTMENT OF HEALTH AND
The NIHR Research Design Service for Yorkshire & the Humber Introduction to the Research Process Authors Antony Arthur Beverley Hancock This Resource Pack is one of a series produced by The NIHR RDS for
GRADUATE SCHOOL READINESS IN PSYCHOLOGY: A NATIONAL STUDY By GEOFFREY A. LEE A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE
Graduate Student Handbook Masters of Criminal Justice University of Houston Downtown Updated for Fall 2012 Note: This Handbook is the governing document for your program. Where the University Catalog expressly
PREDICTORS OF SUCCESS FOR COMMUNITY COLLEGE DEVELOPMENTAL MATHEMATICS STUDENTS IN ONLINE, HYBRID, AND TRADITIONAL COURSES A Dissertation by GEORGE HARRISON HENDRICKS, III Submitted to the Graduate School
Judgment and Decision Making, Vol. 1, No. 1, July 2006, pp. 48 63 Gender Differences in Risk Assessment: Why do Women Take Fewer Risks than Men? Christine R. Harris, Michael Jenkins University of California,
How to Build BuildEffective EffectiveCommunity How to Community to Partnerships Partnerships to Prevent Teen Prevent Teen Substance Abuse Substance Abuse Implementing PACT360 in Your Community How to Build
Based on TCU Mapping-Enhanced Counseling Manuals for Adaptive Treatment As Included in NREPP USING CLIENT ASSESSMENTS TO PLAN AND MONITOR TREATMENT (USING CEST GUIDE) A guide for using the TCU Client Evaluations
Artigos originais The Evaluation of Treatment Services and Systems for Substance Use Disorders 1,2 Dr. Brian Rush, Ph.D.* NEED FOR EVALUATION Large numbers of people suffer from substance use disorders
Planning and Evaluating Health Information Outreach Projects THREE BOOKLET COLLECTING AND ANALYZING EVALUATION DATA 2nd edition Outreach Evaluation Resource Center 2013 National Network of Libraries of
Dropping Out: A Study of Early Leavers From Higher Education Rhys Davies Institute For Employment Research (IER) Peter Elias Institute For Employment Research (IER) Research Report RR386 Research Report
A GUIDE TO WRITING YOUR MASTERS DISSERTATION School of Management & Languages i Table of Contents 1. Introduction... 1 2. The Dissertation in Outline.... 2 2.1. Aims of the Dissertation... 2 2.2. Dissertation
Journal of Behavioral Medicine, Vol. 4, No. 1, 1981 Comparison of Two Modes of Stress Measurement: Daily Hassles and Uplifts Versus Major Life Events Allen D. Kanner, ~ James C. Coyne, ' Catherine Schaefer/
82 JOURNAL OF STUDIES ON ALCOHOL / SUPPLEMENT NO. 14, 2002 College Factors That Influence Drinking CHERYL A. PRESLEY, PH.D., PHILIP W. MEILMAN, PH.D., AND JAMI S. LEICHLITER, PH.D. Student Health Programs,
Journal of Social Issues, Vol. 58, No. 1, 2002, pp. 9--31 Relationship Formation on the Internet: What s the Big Attraction? Katelyn Y. A. McKenna, Amie S. Green, and Marci E. J. Gleason New York University
TAKING GOFFMAN ON A TOUR OF FACEBOOK: COLLEGE STUDENTS AND THE PRESENTATION OF SELF IN A MEDIATED DIGITAL ENVIRONMENT by Matthew Gardner Birnbaum A Dissertation Submitted to the Faculty of the CENTER FOR
The Collegiate Learning Assessment Facts and Fantasies Evaluation Review Volume XX Number X Month XXXX X-XX Sage Publications 10.1177/0193841X07303318 http://er.sagepub.com hosted at http://online.sagepub.com
Contingent Commitments Bringing Part-Time Faculty Into Focus A SPECIAL REPORT from the Center for Community College Student Engagement Acknowledgments Our gratitude is unconditional. For their incalculable