Social Contexts of Drinking and Subsequent Alcohol Use Disorder Among College Students

Abstract

Background: Previous research has suggested important contextual factors that can differentiate problem and nonproblem drinkers. Objectives: To evaluate the strength of the prospective association between social contexts of drinking and subsequent alcohol use disorder and drunk driving 2–3 years later. Methods: The sample consisted of 652 individuals who were originally recruited at college entry, had complete data on at least one social context subscale, met the minimum criteria for Year 1 drinking, and had nonmissing data on at least one of the outcome variables in Years 3 and/or 4. Social contexts of drinking were assessed in Year 1 by using previously validated scales measuring six different situational and motivational contexts in which alcohol is consumed. DSM-IV criteria for alcohol abuse and dependence and drunk driving were assessed annually. Results: Holding constant gender, race/ethnicity, and baseline drinking frequency, the frequency of drinking in a context of social facilitation, sex-seeking, or in a motor vehicle during Year 1 was significantly related to a greater likelihood of alcohol abuse, alcohol dependence, and drunk driving in Years 3 and/or 4. Drinking in a context of emotional pain was related to alcohol dependence and drunk driving but not to alcohol abuse. Conclusions: The Social Context of Drinking Scales have utility for identifying students who are at risk for developing alcohol-related problems. Scientific Significance: Identifying college students who might develop alcohol dependence requires an assessment of both situational and motivational factors that influence drinking, especially drinking in a motor vehicle.

• alcohol use disorder
• college students
• social context
• longitudinal study

ACKNOWLEDGMENTS

The investigators acknowledge funding from the National Institute on Drug Abuse (R01-DA14845, Dr. Arria, PI). The authors greatly appreciate the assistance of Rebecca Baron, Laura Garnier-Dykstra, Emily Winick, the CLS interviewing team, and the students who cooperatively shared their experiences with us.

Declaration of Interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.