Alcohol Consequences and Prediction of Short-term Changes in Drinking Behavior

项目概要/摘要： 大量饮酒及其相关后果在大学期间很常见，并且与个人和大学社区的有害短期和长期结果有关。尽管一些大学生主动改变了他们的饮酒习惯，但人们对这种调整是如何发生的，以及学生们为什么以及何时决定做出这种调整知之甚少。这些知识可以通过阐明可能最大化行为改变可能性的因素来为干预提供信息。数据显示，饮酒的负面影响是改变的一个重要催化剂。然而，在对后果的主观反应中存在显着的个体差异，因此，这些后果如何引起行为改变的差异性。社会学习理论（Social Learning Theory，缩写为ESTA）在这个提议中提供了一个指导理论，其主要目的是调查（1）关于酒精后果的厌恶性、消极性和严重性的主观认知评估是否会影响饮酒行为的人内变化，（2）个体水平变量（过去的经验和规范的看法，酒精的后果）影响每周的饮酒行为的变化，通过这种认知。第二个目的是研究经验建立的严重性经验的后果和人内行为变化之间的关联。在对个体差异变量进行基线评估后，参与者（N=66名经常饮酒的大学生）将完成每周一次的基于网络的调查，以报告前一周的饮酒情况和24种酒精相关后果的经历，以及他们对这些后果的认知评估。数据将收集10周，以提供人内和人与人之间的差异。使用这种方法与分层线性建模技术相结合，将允许细粒度（每周），随着时间的推移，随着时间的推移，假设的影响，前瞻性检查。

Project Summary/Abstract: Heavy alcohol use and its associated consequences are common during the college years, and are associated with deleterious short- and long-term outcomes for both the individuals and the college community. Though some college students make self-initiated changes to their drinking, little is known about how such adjustments occur or why and when students decide to make them. Such knowledge could inform intervention, by elucidating factors that might maximize the likelihood of behavior change. Data show that the experience of negative consequences from drinking is one important catalyst for change. Yet, there is significant individual variability in subjective responses to consequences and thus, variability in how such consequences may elicit behavioral change. Social Learning Theory (SLT) provides a guiding theory in this proposal with primary aims to investigate (1) whether subjective cognitive evaluations regarding the aversiveness, negativity, and severity of experienced alcohol consequences influence within-person changes in drinking behavior, and (2) whether individual-level variables (past experience with and normative perceptions of alcohol consequences) influence week-to-week alterations in drinking behavior by way of such cognitions. A secondary aim involves examining the association between empirically established severity of experienced consequences and within-person behavioral change. Following a baseline assessment of individual difference variables, participants (N=66 regularly drinking college students) will complete weekly web-based surveys to report on previous week alcohol use and experience of 24 alcohol-related consequences, as well as their cognitive evaluations of those consequences. Data will be collected for 10 weeks, to provide both within- and between-person variation. Using such methodology in combination with hierarchical linear modeling techniques will allow a fine-grained (week-to-week), prospective examination of the hypothesized effects as they unfold over time.