Year: 2016
Type: article
Study design: Observational Study
Abstract: As a student affairs professional in higher education, my primary role is to support the development of a student outside the classroom, in an effort to enhance and compliment the classroom experience.In doing so, I have the opportunity to engage with students on a day-today basis that exhibit excellence in academics, leadership and service to their community.Despite their success in many other areas, when I talk to students they express little to no concern about their high risk activity and, in fact, give no indication that they even see these behaviors as risky.The study was anchored in Social Cognitive and Identity Development Theory, and augmented by the phenomenon of the high functioning alcoholic, or persistent problem drinker.A sequential, explanatory mixed methods design was used in this study to explain variations in alcohol use among students with highly developed academic identity status, with the aim of informing prevention and intervention strategies on college campuses.Specifically, garnering an understanding of the relationship between identity development and decision making related to high risk behaviors can enhance the ability of higher education professionals to better support the developmental needs of students on their campus.During the first phase, a quantitative instrument was distributed to examine the relationships between academic identity status and alcohol use (n = 97).The instrument was a compilation of sub-sections, including general demographics, Academic Identity Measure (AIM), the Risky College Drinking Practices measure, and select questions adapted from the American College Health Assessment: National College Health Assessment.Results do not indicate a significant relationship between Academic Identity Status and decision-making related to alcohol use.Results do indicate significant gender differences in drinks consumed the last iii time they "partied"/socialized.In addition, a positive correlation was found between the Risky College Drinking Practices Measure (RDCM) and the number of drinks consumed the last time they "partied"/socialized.During the second, qualitative phase, a semi-structured interview protocol was utilized to determine how students who were identified as individuals experiencing Academic Identity Achievement status, made decisions surrounding alcohol use, the experiences that influenced these decisions, and how they conceptualize high risk use.Decisions were generally made in consideration of academic priorities when the participants had an appreciation for the connection between various facets of their identity.Personal and observed negative experiences with alcohol impacted the decision to use, frequency, and type of alcohol consumption in this same group.All of the participants shared similar conceptions of high -risk alcohol use; however, not all participants identified high risk use as problematic.Three major themes emerged in this phase, including identity development through active exploration, impact of experiences with alcohol, and navigating environmental expectations.The substantive findings give way to future research examining variations in high risk alcohol use by gender and developmental stage.
Author: Leah M Howell
Institution: University of Cincinnati
Language: English
Subfield: Epidemiology
Field: Medicine
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W2616303669