Cumulative Violence Exposure and Alcohol Use Among College Students: Adverse Childhood Experiences and Dating Violence

2020 ◽  
pp. 088626052091321 ◽  
Author(s):  
Carolina Villamil Grest ◽  
Julie A. Cederbaum ◽  
Daniel S. Lee ◽  
Y. Joon Choi ◽  
Hyunkag Cho ◽  
...  
Keyword(s):  
College Students ◽  
Alcohol Use ◽  
Latent Class Analysis ◽  
Dating Violence ◽  
Violence Exposure ◽  
Latent Class ◽  
Childhood Adversity ◽  
Class Analysis ◽  
Problematic Drinking ◽  
Peer Violence

Multiple types of childhood adversities are risk factors for dating violence among college-age youth and in turn, dating violence is associated with alcohol use. This work quantitatively examines associations of childhood adversity and dating violence with alcohol use among college students using a cumulative stress approach. Multi-campus surveys were collected from March to December 2016 in four universities across the United States and Canada ( n = 3,710). Latent class analysis identified patterns of childhood adversity and dating violence. Regression analyses investigated the associations of latent class patterns with past year number of drinks, alcohol use frequency, and problematic drinking. Latent class analysis produced seven classes: “low violence exposure” (18.5%), “predominantly peer violence” (28.9%), “peer violence and psychological child abuse” (10.8%), “peer and parental domestic violence” (9.9%), “peer and psychological dating violence” (17%), “peer and dating violence” (6.6%), and “childhood adversity and psychological dating violence” (8.3%). Compared to the “low violence exposure” group, “peer and psychological dating violence” ( B = .114, p < .05), “peer and dating violence” ( B = .143, p < .05), and “childhood adversity and psychological dating violence” ( B = .183, p < .001) groups were significantly associated with problematic drinking. Results highlight how childhood adversity and dating violence contribute to problematic alcohol use, suggesting interventions that address both childhood adversity and dating violence may be most effective at reducing alcohol misuse among college students.

Contexts of alcohol use: A latent class analysis among Argentinean college students

2020 ◽  
Vol 209 ◽  
pp. 107936
Author(s):  
Angelina Pilatti ◽  
Adrian J. Bravo ◽  
Ricardo Marcos Pautassi
Keyword(s):  
College Students ◽  
Alcohol Use ◽  
Latent Class Analysis ◽  
Latent Class ◽  
Class Analysis

scholarly journals Polytobacco, marijuana, and alcohol use patterns in college students: A latent class analysis

2016 ◽  
Vol 59 ◽  
pp. 58-64 ◽  
Author(s):  
Regine Haardörfer ◽  
Carla J. Berg ◽  
Michael Lewis ◽  
Jackelyn Payne ◽  
Drishti Pillai ◽  
...  
Keyword(s):  
College Students ◽  
Alcohol Use ◽  
Latent Class Analysis ◽  
Latent Class ◽  
Class Analysis ◽  
Use Patterns

Exploring Alcohol Use Motivations in Underage College Students

2017 ◽  
Vol 6 (6) ◽  
pp. 387-398 ◽  
Author(s):  
Brittany Rhoades Cooper ◽  
Elizabeth H. Weybright ◽  
Matthew F. Bumpus ◽  
Laura G. Hill ◽  
Jon Agley
Keyword(s):  
College Students ◽  
Substance Use ◽  
Alcohol Use ◽  
Latent Class Analysis ◽  
Latent Class ◽  
Underage Drinking ◽  
Analytic Approach ◽  
Class Analysis ◽  
The Past ◽  
Drinking Motivation

The goal of this article is to illustrate how a person-centered analytic approach can inform our understanding of alcohol use motivations in underage college students and to build off of a related analysis with legal-aged students. Data come from 2,346 students who were under 21 years old and reported using alcohol in the past year in the 2013 Indiana College Substance Use Survey. Latent class analysis identified four underage drinking motivation subgroups and examined associations between subgroup membership and alcohol-related behavior and consequences. The groups varied in their combination of alcohol motivations and their alcohol-related behaviors and consequences. Results for the present study confirm the variability in motivations for alcohol use and provide valuable information about the characteristics of those groups at highest risk, which can inform content and intensity of prevention efforts targeted at underage college students.

Examining Associations Between Race, Gender, Alcohol Use, School Performance, and Patterns of Bullying in the School Context: A Latent Class Analysis

2021 ◽  
pp. 088626052199912
Author(s):  
Valdemir Ferreira-Junior ◽  
Juliana Y. Valente ◽  
Zila M. Sanchez
Keyword(s):  
Alcohol Use ◽  
Latent Class Analysis ◽  
School Performance ◽  
Latent Class ◽  
School Context ◽  
Bullying Victimization ◽  
Latent Classes ◽  
Class Analysis ◽  
Seventh Grade ◽  
Sociodemographic Variables

Although many studies addressed bullying occurrence and its associations, they often use individual variables constructed from few items that probably are inadequate to evaluate bullying severity and type. We aimed to identify involvement patterns in bullying victimization and perpetration, and its association with alcohol use, school performance, and sociodemographic variables. Baseline assessment of a randomized controlled trial were used and a latent class analysis was conducted to identify bullying patterns among 1,742 fifth-grade and 2,316 seventh-grade students from 30 public schools in São Paulo, Brazil. Data were collected using an anonymous self-reported, audio-guided questionnaire completed by the participants on smartphones. Multinomial logistic regressions were performed to verify how covariant variables affected bullying latent classes. Both grades presented the same four latent classes: low bullying, moderate bullying victimization, high bullying victimization, and high bullying victimization and perpetration. Alcohol use was associated with all bullying classes in both grades, with odds ratio up to 5.36 (95% CI 3.05; 10.38) among fifth graders from the high bullying victimization and perpetration class. Poor school performance was also strongly associated with this class (aOR = 10.12, 95%CI = 4.19; 24.41). Black/brown 5th graders were 3.35 times more likely to fit into the high bullying victimization class (95% CI 1.34; 8.37). Lack of evidence for association of sociodemographic variables and bullying latent class among seventh-grade students was found. Bullying and alcohol use are highly harmful behaviors that must be prevented. However, prevention programs should consider how racial and gender issues are influencing the way students experience violence.

scholarly journals Latent Class Analysis of Brain Injury Symptomatology among College Students

2017 ◽  
Vol 04 (01) ◽  
pp. e14-e22 ◽  
Author(s):  
Karen Hux ◽  
Jessica Brown ◽  
Matthew Lambert
Keyword(s):  
College Students ◽  
Brain Injury ◽  
Latent Class Analysis ◽  
General Health ◽  
Latent Class ◽  
Class Analysis ◽  
Grade Point ◽  
Significant Difference ◽  
Mild Brain Injury ◽  
Mean Equality

Background Incidents potentially causing mild brain injury (BI) are common, and most people recover rapidly; however, a subset experiences long-lasting challenges. Objective This study used latent class analysis to identify a subset of college students presenting chronic symptomatology consistent with a mild BI diagnosis and pseudo-class mean equality tests to examine relations between latent classes and BI event and academic outcome variables. Methods Participants were 118/423 undergraduates self-reporting possible mild BIs through a survey about general health, daily habits, academic performance, and potential BI events. Twenty-four cognitive, physiological, or socio-emotional sequelae served to identify symptomatology profiles. Results A three-class model including 11% with high symptomatology, 49% with moderate symptomatology, and 40% with negligible symptomatology provided excellent fit and entropy. Symptoms best separating high and moderate classes were memory, thinking speed, new learning, and attention problems. Mean equality tests revealed no significant difference in number of BI events across classes, but high symptomatology respondents were significantly less likely to lose consciousness and significantly more likely to have lower grade point averages and to have failed courses than moderate symptomatology respondents. Discussion Cognitive problems are paramount in distinguishing college students with chronic high symptomatology following BI from those with moderate and negligible symptomatology. Because high symptomatology class individuals differ academically from their counterparts, a functional consequence of mild BI appears to exist. Conclusion About 1 in 10 undergraduate students self-reporting BI events experiences chronic symptomatology affecting general health and academic achievement. Because they may benefit from supportive services, accurate identification is critical.

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