Heavy Episodic Drinking Among University Students: Drinking Status and Perceived Normative Comparisons

Abstract

The present study tests the perceived norms hypothesis in relation to different levels of heavy episodic drinking (HED) among university students. In 2007, 303 students from residence halls and the School of Psychology at the University of Wollongong, Australia, completed a questionnaire about their alcohol consumption and associated attitudes and behaviors. Between-groups analyses of variance (ANOVAs) revealed significantly higher AUDIT (Alcohol Use Disorders Identification Test) scores among students in higher-frequency HED groups. Students who engaged in HED tended to underestimate their own drinking when comparing themselves with others. Improving the accuracy of perceptions about one's own drinking in relation to others (normative information) may help reduce levels of HED among students.

RÉSUMÉ

Consommation épisodique excessive de boisson parmi les étudiants d'université: Statut de la consommation d'alcool et les comparaisons normatives perçues

Cette étude analyse les hypothèses normatives perçues par rapport aux différents niveaux de consommation épisodique excessive de boisson (HED) parmi les étudiants d'université. En 2007, 303 étudiants de résidences universitaires et de l’École de Psychologie de l'Université de Wollongong, Australie, ont rempli un questionnaire concernant leur consommation d'alcool et les attitudes et comportements qui en découlent.

Entre les groupes, ANOVAs (analyses de variance) ont révélé des résultats considérablement plus hauts de l'AUDIT (test d'identification du désordre de consommation d'alcool) parmi les étudiants des groupes à fréquence HED plus élevée. Les étudiants qui se livraient à HED étaient enclins à sous-estimer leur propre consommation d'alcool en se comparant aux autres. Améliorer la façon dont ils perçoivent leur propre consommation d'alcool par rapport aux autres (information normative) pourrait aider à réduire le niveau de HED parmi les étudiants.

RESUMEN

El tomar en demasía de forma episódica (HED) entre los estudiantes universitarios: el estatus de la ingesta de alcohol y las comparaciones normativas percibidas.

El presente estudio somete a prueba la hipótesis de normas percibidas con relación a distintos niveles de HED entre los estudiantes universitarios. En 2007, 303 estudiantes, siendo residentes en los colegios de la Universidad de Wollongong o estudiantes en su Departamento de Sicología, respondieron a un cuestionario sobre su consumo personal de alcohol y sobre ciertos comportamientos y actitudes asociados. Entre los grupos, los ANOVA revelaron puntuaciones AUDIT significativamente más elevadas entre los estudiantes en los grupos con HED de mayor frecuencia. Los estudiantes que participaban en HED tendían a subestimar su propio nivel de consumo de alcohol al compararse con los demás. El mejorar la exactitud sobre su propio nivel de consumo de alcohol con relación a los demás (información normativa) podría ayudar a reducir los niveles de HED entre los estudiantes.

Keywords :

• heavy episodic drinking
• university students
• perceived norms
• normative comparisons
• drinking status

THE AUTHORS

Ranjani Utpala-Kumar, D.C.P., completed a Doctorate in Clinical Psychology at the University of Wollongong, Australia. She is a Clinical Psychologist with considerable clinical experience, working in the eating disorders as well as drug and alcohol fields. Her research interests to date have been focused on exploring the extent and impact of heavy episodic drinking on university students.

Frank Deane, Ph.D., is Director of the Illawarra Institute for Mental Health and Professor in the School of Psychology at the University of Wollongong. He trained as a clinical psychologist at Massey University and currently teaches in the clinical psychology programs at the University of Wollongong. He has previously worked in clinical and academic positions in New Zealand and the US. He has research interests in help-seeking for mental health and drug and alcohol problems, service utilization and effectiveness, and the role of homework in treatment.

Notes

1 We are aware that questions have been raised about the potentially coercive nature of participation in psychological research as a course requirement. The student research participation scheme that was utilized as part of this study is not a requirement and students have the option to complete an alternative task for course credit (e.g., article reviews). Concerns about coercion and the educational value of research participation by students has been elaborated and critically reviewed elsewhere and the interested reader is referred to Dalziel (1996).