Education and Alcohol Use in Adolescence and Young Adulthood

青春期和青年时期的教育和饮酒

• 批准号: 8251219
• 负责人: ROBERT L CROSNOE
• 金额: $ 10.76万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-04-05 至 2014-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8251219
• 关键词: Academic achievement; Accounting; Address; Adolescence; Adolescent; Alcohol consumption; American; Attention; Behavior; Behavioral; Biological Markers; Biological Process; Characteristics; Clinical; Cognitive; DNA; Data; Data Collection; Data Set; Data Sources; Decision Making; Development; Dimensions; Education; Educational Status; Etiology; Exploratory/Developmental Grant; Fostering; Future; Genetic; Genetic Predisposition to Disease; Genetic Risk; Goals; Health; Health Promotion; Health behavior; Health education; Institution; Intervention; Investigation; Life; Life Cycle Stages; Link; Longitudinal Studies; Measurement; Measures; Mission; Modeling; Nature; New Territories; Occupations; Pathway interactions; Pattern; Peer Group; Policies; Positioning Attribute; Process; Psychologist; Public Health; Recording of previous events; Research; Research Personnel; Risk Behaviors; Role; Sampling; Schools; Scientist; Social Environment; Staging; Students; Surveys; Techniques; Testing; Textbooks; Transcript; Twin Multiple Birth; Variant; Work; Youth; abstracting; base; binge drinking; college; cost effective; design; drinking; drinking behavior; experience; fascinate; health disparity; high school; innovation; insight; interest; multilevel analysis; programs; psychologic; public health relevance; skills; social; socioeconomics; sociologist; theories; trait; underage drinking; university student; young adult

DESCRIPTION (provided by applicant): Abstract: Drinking among high school and college students has long been a major public health concern in the U.S. As a key dimension of the connection between education and health, which has fascinated social and behavioral scientists for years, this link between secondary/postsecondary education and alcohol use is theoretically important. Focusing as it does on institutional settings that historically have been viewed as amenable to policy intervention, this link also points to ways that that such theoretical activity can be applied. Although the potential impact of educational experiences on youth drinking has been studied frequently, it is not well-understood in many ways that have implications for informing intervention. Following the "developmental" spirit of the R21 mechanism, therefore, this project draws on extant data to look into insufficiently known aspects of the education-drinking link and, in the process, support future primary data collections that focus on the most important aspects of the education-drinking link while addressing current data limitations. First, the specific dimensions of high school academic statuses and settings that matter to adolescent drinking, as well as the mechanisms underlying these associations, need to be better assessed and identified. This project draws on a unique data set-the integration of the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative study of health behavior in the early life course, and the Adolescent Health and Academic Achievement study (AHAA), which adds rich school transcript and textbook data to Add Health. This integrated data set allows the study of drinking to be informed by important innovations in educational theory and measurement, including more accurate renderings of: (a) adolescents' positions in the academic hierarchies of their schools, (b) the characteristics of their fellow students that they take classes with throughout school, and (c) the cognitive skills (e.g., critical analysis) that they develop through coursework and can draw on in health decision-making. Second, the extent to which the education-drinking link varies across stages of the life course will be considered by drawing on postsecondary AHAA data, the hypothesis being that the importance of the academic and social settings of colleges to the drinking of young adults will depend on their academic and social histories as adolescents in high school. Third, drawing on the genetic samples and DNA data of Add Health, this project will assess the degree to which both latent and specific genetic influences are confounded with the education-drinking link and whether they condition/trigger the effects of educational experiences on drinking in adolescence and young adulthood. The investigatory team includes sociologists and clinical/developmental psychologists who have experience in research on drinking, education, or both, including working with Add Health/AHAA and using advanced statistical techniques and genetically informed designs. The goal of this R21 is to explore fresh approaches to old questions about the education-drinking link in a cost-effective strategy that allows future, larger-scale data collections to be more effectively designed. PUBLIC HEALTH RELEVANCE: Project Narrative: Studying the implications of specific academic statuses and settings for drinking-and the social and cognitive mechanisms underlying them-across the transition from adolescence into young adulthood is important for theoretical understanding of the general issue of how risky behavior can be both constrained and supported within a societal institution designed to promote the long-term socioeconomic attainment and civic participation of young Americans. Such research is also high in policy relevance, given that underage drinking and binge drinking on college campuses have long been major public health concerns in the U.S., that formal organizations (e.g., high schools) are more amenable to policy intervention than other social influences on drinking (e.g., peer groups), and that the missions of schools and colleges have been expanded to include health promotion. In these ways, this R21 project represents an important step in building educationally- informed approaches to drinking in adolescence and young adulthood.

描述(由申请人提供)： 摘要：在美国，高中生和大学生饮酒长期以来一直是一个主要的公共健康问题。作为教育与健康之间联系的一个关键维度，多年来一直吸引着社会和行为科学家，这种中等教育和大专教育与饮酒之间的联系在理论上具有重要意义。尽管它关注的是历史上被视为服从政策干预的机构环境，但这种联系也指出了这种理论活动可以应用的方式。尽管教育经历对青少年饮酒的潜在影响已经被频繁地研究，但在许多方面还没有被很好地理解，这对干预措施具有启示意义。因此，遵循R21机制的“发展”精神，该项目利用现有数据来研究受教育与饮酒联系中不够为人所知的方面，并在此过程中支持未来的初级数据收集，这些数据集中于受教育与饮酒联系中最重要的方面，同时解决目前的数据限制。首先，需要更好地评估和确定与青少年饮酒有关的高中学业状况和环境的具体层面，以及这些联系背后的机制。该项目利用了一个独特的数据集--《全国青少年健康纵向研究》(Add Health)和《青少年健康与学业成就研究》(AHAA)的整合，前者是一项关于生命早期健康行为的全国性代表性研究，后者为《Add Health》增加了丰富的学校成绩单和教科书数据。这一综合数据集使饮酒研究能够从教育理论和测量方面的重要创新中获得信息，包括更准确地呈现：(A)青少年在其学校学术等级中的地位，(B)他们在整个学校与之一起上课的同学的特点，以及(C)他们通过课程工作发展并可在健康决策中借鉴的认知技能(例如，批判性分析)。其次，教育与饮酒的联系在人生各个阶段之间的差异程度将通过借鉴中学后AHAA数据来考虑，该数据的假设是，大学的学术和社会环境对年轻人饮酒的重要性将取决于他们在高中时的学业和社会史。第三，利用Add Health的遗传样本和DNA数据，该项目将评估潜在和特定的遗传影响与教育-饮酒联系的混淆程度，以及它们是否影响/触发了青春期和成年初期教育经历对饮酒的影响。研究团队包括社会学家和临床/发展心理学家，他们在饮酒、教育或两者都有研究经验，包括与ADD Health/AHAA合作，使用先进的统计技术和遗传知情设计。R21的目标是探索新的方法来解决关于教育饮酒联系的旧问题，以一种经济高效的策略，允许更有效地设计未来更大规模的数据收集。 公共卫生相关性： 项目描述：研究从青春期到青春期的特定学术地位和饮酒环境--以及它们背后的社会和认知机制--的含义，对于从理论上理解危险行为如何在一个旨在促进美国年轻人长期社会经济成就和公民参与的社会机构中受到约束和支持的总体问题是很重要的。这类研究的政策相关性也很高，因为大学校园里的未成年人饮酒和狂欢饮酒长期以来一直是美国主要的公共卫生问题，正规组织(如高中)比其他对饮酒的社会影响(如同龄人团体)更容易受到政策干预，而且学校和大学的使命已扩大到包括健康促进。在这些方面，R21项目代表着在青春期和青年时期建立教育知情的饮酒方法方面迈出的重要一步。