scholarly journals College Alcohol Beliefs: Measurement Invariance, Mean Differences, and Correlations with Alcohol Use Outcomes across Sociodemographic Groups

2018 ◽  
Author(s):  
P. Priscilla Lui
Keyword(s):  
Alcohol Use ◽  
Undergraduate Students ◽  
Hazardous Alcohol Use ◽  
Confirmatory Factor Analyses ◽  
College Life ◽  
Drinking Problems ◽  
College Population ◽  
Scalar Invariance ◽  
Mean Differences ◽  
Alcohol Beliefs

Undergraduate students who believe that alcohol plays a central role in college life are prone to drink more frequently, in larger quantity, and experience more drinking problems. The College Life Alcohol Salience Scale (CLASS) measures individuals’ college-related alcohol beliefs, but has been used predominantly in Euro American and freshman student samples. Emerging research suggests mean differences in college alcohol beliefs by gender and years in college, and measurement nonequivalence across nations. It remained unclear whether the CLASS functioned the same way across segments of the U.S. college population, whether students across sociodemographic groups differed in their college alcohol beliefs, and the extent to which these beliefs predicted their drinking-related outcomes. This study included 1,148 undergraduates (Mage = 19.95; 65.0% women; 44.9%, 19.9%, 10.3%, and 16.7% Euro, Asian, African, and Latinx Americans, respectively). Most students lived on campus (69.9%) and were not affiliated with the Greek system (65.7%). Multigroup confirmatory factor analyses supported scalar invariance of the CLASS scores across gender, years in college, and campus residence. The scale data achieved metric invariance and partial scalar invariance for ethnicity and Greek membership status. Associations between college alcohol beliefs and alcohol consumption, and drinking problems, were equivalent across sociodemographic categories, but differences in latent mean scores were found across gender, ethnicity, and Greek affiliations. Clinical utility of the CLASS and implications for considering college alcohol beliefs as a risk factor for hazardous alcohol use are discussed.

scholarly journals College alcohol beliefs and alcohol use: Testing moderations by cultural orientations and ethnicity

2019 ◽  
Author(s):  
P. Priscilla Lui ◽  
Shalanda R. Berkley ◽  
Byron Zamboanga
Keyword(s):  
Alcohol Use ◽  
Undergraduate Students ◽  
Asian American ◽  
Hazardous Alcohol Use ◽  
College Life ◽  
Alcohol Involvement ◽  
Cultural Orientations ◽  
Ethnic Heritage ◽  
Drinking Consequences ◽  
Alcohol Beliefs

Alcohol is considered an integral part of the college life; students who hold stronger college alcohol beliefs typically consume more alcohol and experience more negative drinking consequences. Asian Americans are increasingly at risk for hazardous alcohol use, yet little research has focused on whether college alcohol beliefs are conceptualized similarly in this group and whether individuals’ cultural orientations moderate the relations between college alcohol beliefs and alcohol involvement. Asian American (N = 439; Mage = 22.77, 42.6% women) and Euro American (N = 161; Mage = 21.04; 41.6% women) undergraduate students were recruited to test measurement invariance of the College Life Alcohol Salience Scale (CLASS) and the Stephenson Multigroup Acculturation Scale (SMAS). We examined the relations between college alcohol beliefs and alcohol involvement, and the degree to which cultural orientations and ethnicity moderated these relations. Scores from a 14-item CLASS and a 26-item SMAS demonstrated scalar invariance across Asian and Euro American groups. Bivariate correlations showed robust associations between college alcohol beliefs and alcohol involvement. Among Asian and Euro Americans who were not immersed in their ethnic heritage society, students were at greater odds of being a drinker when they endorsed stronger college alcohol beliefs, and drinkers consumed more alcohol when they endorsed lower college alcohol beliefs. Interventions aimed to prevent alcohol use and misuse can assess and target students’ college alcohol beliefs and promote greater connectedness to their ethnic heritage cultures.

Cultural Adaptation of an Intervention to Reduce Hazardous Alcohol Use Among People Living with HIV in Southwestern Uganda

2021 ◽  
Author(s):  
Anna M. Leddy ◽  
Judith A. Hahn ◽  
Monica Getahun ◽  
Nneka I. Emenyonu ◽  
Sarah E. Woolf-King ◽  
...  
Keyword(s):  
Alcohol Use ◽  
Cultural Adaptation ◽  
People Living With Hiv ◽  
Hazardous Alcohol Use ◽  
Hazardous Alcohol ◽  
Living With Hiv ◽  
Southwestern Uganda

scholarly journals Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dania Hernandez ◽  
Gema Jacomino ◽  
Uma Swamy ◽  
Krista Donis ◽  
Sarah L. Eddy
Keyword(s):  
Social Support ◽  
Active Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Social Supports ◽  
Informational Support ◽  
Confirmatory Factor Analyses ◽  
Appraisal Support ◽  
Instrument Measuring ◽  
Support Students

Abstract Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

Hazardous Alcohol Use in the Four Years Following Bariatric Surgery

2021 ◽  
pp. 1-7
Author(s):  
Lisa R. Miller-Matero ◽  
Julia Orlovskaia ◽  
Leah M. Hecht ◽  
Jordan M. Braciszeweski ◽  
Kellie M. Martens ◽  
...  
Keyword(s):  
Bariatric Surgery ◽  
Alcohol Use ◽  
Hazardous Alcohol Use ◽  
Hazardous Alcohol

scholarly journals The association between medication or alcohol use and the incidence of frailty: a retrospective cohort study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Janja Jazbar ◽  
Igor Locatelli ◽  
Mitja Kos
Keyword(s):  
Older Adults ◽  
Cohort Study ◽  
Alcohol Use ◽  
Retrospective Cohort Study ◽  
Retrospective Cohort ◽  
Medication Use ◽  
Reverse Causality ◽  
Hazardous Alcohol Use ◽  
Modifiable Factors ◽  
Hazardous Alcohol

Abstract Background Understanding potentially modifiable factors that influence the risk of frailty is a key concern for the management of this urgent contemporary public health challenge. This study evaluates the association between the use of various medications or alcohol and the incidence of frailty among older adults. Methods This study was a retrospective cohort study on older adults (≥ 65 years) using data from the longitudinal Survey of Health, Ageing and Retirement in Europe (SHARE survey, 28 countries). Medication use was measured as taking several different groups of medications. Alcohol use was assessed with SHARE questions corresponding to AUDIT-C. The outcome measure was the incidence of frailty after two years, defined by frailty index (FI) and frailty phenotype (FP). A multiple logistic regression model was used to evaluate the association with adjustment for several potential confounding factors. Results Of the 14,665 FI-population participants, 1800 (12.3%) developed frailty within two years. Of the 8133 FP-population participants, 2798 (34.4%) developed pre-frailty and 247 (3.0%) developed frailty within two years of baseline. After adjustment for potential confounding variables, non-hazardous alcohol use (adjusted OR; 95% CI for the FI-population: 0.68; 0.60–0.77) and hazardous alcohol use (0.80; 0.68–0.93) are associated with lower incidence of frailty compared to no alcohol use. The odds of frailty are increased when taking medications; the largest effect size was observed in older adults taking medication for chronic bronchitis (adjusted OR; 95% CI for the FI-population: 2.45; 1.87–3.22), joint pain and other pain medication (2.26; 2.00–2.54), medication for coronary and other heart disease (1.72; 1.52–1.96), medication for diabetes (1.69; 1.46–1.96), and medication for anxiety, depression and sleep problems (1.56; 1.33–1.84). Additionally, the risk of frailty was increased with stroke, Parkinson’s disease and dementia. Conclusions Taking certain groups of medication was associated with increased incidence of frailty and pre-frailty, which might be due to either medication use or the underlying disease. Alcohol use was associated with a lower risk of pre-frailty and frailty compared to no alcohol use, which might be due to reverse causality or residual confounding. There was no significant interaction effect between medication groups and alcohol use on frailty incidence.

College Student Commitment and Outdoor Orientation Programming

2020 ◽  
Vol 43 (3) ◽  
pp. 299-316
Author(s):  
Curt Davidson ◽  
Alan Ewert
Keyword(s):  
College Student ◽  
Undergraduate Students ◽  
Emotional Reactivity ◽  
Social Activity ◽  
The United States ◽  
College Life ◽  
Self Confidence ◽  
Before And After ◽  
Reactivity Study ◽  
Outdoor Orientation

Background: Increasingly colleges and universities are utilizing Outdoor Orientation Programs (OOPs) to help incoming students assimilate into college life. These programs have shown promise in recent analyses for enhancing desired outcomes with particular consideration shown to pro-social behavior and retention outcomes. Purpose: To examine how effective OOPs are in preparing students for a successful college student experience, particularly with variables known to influence student success and commitment to college. Methodology/Approach: Data were collected from four universities across the United States. Participants in this study were 205 undergraduate students from 17 to 25 years old who self-enrolled in their respective institutions OOP. This study used the College Student Readiness Inventory to generate a hypothesis concerning the possible effects of an OOP experience concerning predictive and outcomes variables relative to college student commitment. Findings/Conclusions: Using SmartPLS, the main effects of the OOP indicated predictive relationships between Commitment to College and Goal Striving, Communication Skills, Social Activity, Emotional Reactivity, Study Skills, and Social Connection. Academic Self-Discipline, Academic Self-Confidence, and Self-Determination on Commitment to College. Implications: Study findings suggest specific connections between predicting college student commitment before and after an OOP.

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