Social influences in motivated drinking among college students.

2003 ◽  
Vol 17 (2) ◽  
pp. 142-150 ◽  
Author(s):  
Andrea M. Hussong
2007 ◽  
Vol 31 (4) ◽  
pp. 353-362 ◽  
Author(s):  
Ruth R. Staten ◽  
Melody Noland ◽  
Mary Kay Rayens ◽  
Ellen Hahn ◽  
Mark Dignan ◽  
...  

2007 ◽  
Vol 21 (3) ◽  
pp. 316-327 ◽  
Author(s):  
Christy Capone ◽  
Mark D. Wood ◽  
Brian Borsari ◽  
Robert D. Laird

2016 ◽  
Vol 9 (4) ◽  
pp. 1 ◽  
Author(s):  
Corey H. Basch ◽  
Michele Grodner ◽  
Lindsay Prewitt

<p>The impact of social influences on food choices in college settings is of great importance because students are vulnerable to new forming identities at this time. The purpose of this pilot study is to determine the degree to which social influences impact food choices in a sample of college students. A 22-item survey instrument was created to determine the extent to which students have experienced being influenced by others when making food related purchasing decisions. A total of 257 out of a 323 students invited (80% response rate) in 11 sections of a personal health course responded to the survey. The overwhelming majority of respondents were reportedly comfortable ordering whatever they wanted when in the presence of their friends (n=249; 97%). Students were more likely to feel pressure to make a healthy choice than an unhealthy choice if everyone else was (45.1% vs. 31.5%), but fewer felt this way when asked specifically if their friends were ordering (28.4% vs. 21%). Social influences surrounding food choices are a topic that has gained momentum recently, however more research needs to be conducted to determine the reasons why social influences affect certain college students especially in comparing healthy versus unhealthy food choices.</p>


2010 ◽  
Vol 55 (4) ◽  
pp. 1542-1551 ◽  
Author(s):  
Michael W. Firmin ◽  
Ruth L. Firmin ◽  
Whitney Muhlenkamp Wood ◽  
Jordan C. Wood

1984 ◽  
Vol 59 (3) ◽  
pp. 771-776 ◽  
Author(s):  
Kate S. Ahmadi

Utilizing social judgment theory, the relationships of three social cues to time judgment under low physical temporal-cue conditions were explored. These social influences were as follows: being free to interact with another person, being told by the experimenter to expect to wait a specified period of time, and seeing another person's time judgment. 72 college students, randomly assigned to conditions of free social interaction (alone-interactive) and of waiting expectancy (expected-unexpected), made time estimates after 4 min., 7 sec. Each person under interactive conditions made another judgment after seeing a partner's judgment. Mean estimation was lower alone than under interactive conditions and lower under expected than unexpected waiting conditions. Under interactive conditions, correlations were positive between the individual's first and second judgments, between the partners' second judgments, and between the individual's second and the partner's first judgments. Social cues may influence time judgment.


2016 ◽  
Vol 64 (4) ◽  
pp. 319-328 ◽  
Author(s):  
Melody Noland ◽  
Melinda J. Ickes ◽  
Mary Kay Rayens ◽  
Karen Butler ◽  
Amanda T. Wiggins ◽  
...  

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.


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