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Effect of Clarifying Students' Misperceptions Associated with Alcohol Consumption at a Connecticut P
388
by C. Kevin Synnott
C. Kevin Synnott
Effect of Clarifying Students' Misperceptions Associated with Alcohol Consumption at a Connecticut P
388
by C. Kevin Synnott
C. Kevin Synnott
Paperback
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Overview
The purpose of this study was to examine the effect of clarifying students' misperceptions regarding their peers' consumption of alcohol and feelings of comfort in drinking situations. Quantitative and qualitative approaches were used to determine if providing students with information would impact on their perceptions. A posttest-only control-group experimental design was employed to investigate the efficacy of clarifying students' misperceptions. The experimental group was provided with information gleaned from the literature regarding students' misperceptions. Participants were administered a questionnaire developed for this study to determine: (a) their drinking habits (i. e., frequency and quantity), (b) how comfortable they feel in drinking situations, (c) their perceptions regarding their peers' drinking habits, and (d) their perceptions regarding how comfortable their peers feel in drinking situations. The findings included: (a) students overestimated the alcohol consumed by their peers; (b) students inaccurately believed that their peers are more comfortable in drinking situations than they are themselves; and (c) information appears to have clarified female students' misperceptions associated with feelings of comfort in drinking situations. A theory grounded in reality (Corbin
Product Details
ISBN-13: | 9781581121360 |
---|---|
Publisher: | Dissertation.Com |
Publication date: | 08/01/2001 |
Pages: | 388 |
Product dimensions: | 5.50(w) x 8.50(h) x 0.86(d) |
Table of Contents
Chapter 1 | Framework of the Study | 21 |
Introduction | 21 | |
Statement of the Problem | 22 | |
Background of the Study | 23 | |
Alcohol Consumption in Higher Education | 23 | |
Misperceptions Associated Alcohol Consumption | 25 | |
Pluralistic Ignorance | 25 | |
The Purposes of the Study | 26 | |
Research Questions | 27 | |
Methods and Procedures | 27 | |
Quantitative Component | 27 | |
Purpose | 27 | |
Sample Selection | 28 | |
Data Collection | 28 | |
Data Analysis | 29 | |
Limitations of the Study | 29 | |
Qualitative Component | 30 | |
Purpose | 30 | |
Participant Selection | 31 | |
Data Collection | 31 | |
Data Analysis | 32 | |
Limitations of the Study | 33 | |
Organization of the Dissertation | 36 | |
Chapter 2 | Review of the Literature | |
Alcohol Abuse in Higher Education | 39 | |
Alcohol Abuse Prevention in Higher Education | 59 | |
Misperceptions Associated With Alcohol Consumption | 62 | |
Pluralistic Ignorance | 75 | |
Social Change | 87 | |
Summary | 96 | |
Chapter 3 | Research Methodology | |
Introduction | 98 | |
Selection of School Site | 98 | |
Quantitative Component | 100 | |
Purpose | 100 | |
Hypotheses | 100 | |
Sample Selection | 101 | |
The Instrument | 101 | |
Content Validity | 103 | |
Construct Validity and Reliability | 104 | |
Data Collection | 106 | |
Data Analysis | 107 | |
Demographics | 107 | |
Quantity | 107 | |
Frequency | 109 | |
Mean Drinks Per Week | 110 | |
Quantity-Frequency Index | 110 | |
Misperceptions Associated With Consumption | 111 | |
Misperceptions Associated With Comfort in Drinking Situations | 111 | |
Factors | 112 | |
Manipulation Checks | 113 | |
Interview Guide | 113 | |
Limitations | 114 | |
Qualitative Component | 115 | |
Purpose | 115 | |
Selection of Participants | 117 | |
Data Collection | 119 | |
Focus Group Session Format | 119 | |
Data Analysis | 122 | |
Inductive Data Analysis | 122 | |
Transcript Based Analysis | 122 | |
Data Reduction and Coding | 123 | |
Interpretation of the Data | 125 | |
Grounded Theory | 126 | |
Written Report | 127 | |
Limitations | 127 | |
Summary | 131 | |
Chapter 4 | Quantitative Component Results | |
Introduction | 134 | |
Respondents | 134 | |
Response Rate | 134 | |
Demographics | 134 | |
Consumption | 135 | |
Quantity | 135 | |
Beer | 135 | |
Wine | 139 | |
Liquor | 143 | |
Students' Perceptions Regarding Their Peers' Consumption | 147 | |
Misperceptions Associated With Quantity | 149 | |
Frequency | 151 | |
Beer | 151 | |
Wine | 154 | |
Liquor | 158 | |
Misperceptions Associated With Frequency | 162 | |
Mean Drinks Per Week | 163 | |
Quantity-Frequency Index | 165 | |
Feelings of Comfort in Drinking Situations | 166 | |
Comfort in Drinking Situations | 166 | |
Comfort in Situations Where Drinking Was the Main Activity | 167 | |
Comfort in Drinking Situations with a Date Who Has Been Drinking | 167 | |
Comfort in Situations with Strangers Where Alcohol is Served | 168 | |
Comfort in Situations with Strangers Who Have Had Too Much to Drink | 169 | |
Comfort at Parties Where Drinking Games are Played | 169 | |
Misperceptions Associated with Feelings of Comfort in Drinking Situations | 170 | |
Factors | 172 | |
Chi-Square Analyses | 172 | |
Correlation Coefficients | 173 | |
Linear Regression Analyses | 174 | |
One-Way Analysis of Variance | 179 | |
Experimental and Control Groups | 180 | |
Gender | 184 | |
Residence | 188 | |
Year in School | 191 | |
G.P.A. | 193 | |
Race | 197 | |
Two-Way Analysis of Variance | 200 | |
Manipulation Checks | 200 | |
Discussion | 202 | |
Summary | 207 | |
Chapter 5 | Qualitative Component Results | |
Introduction | 208 | |
Focus Group 1 | 209 | |
Group Profile | 209 | |
Narrative | 209 | |
Focus Group 2 | 211 | |
Group Profile | 211 | |
Narrative | 211 | |
Focus Group 3 | 212 | |
Group Profile | 212 | |
Narrative | 213 | |
Focus Group 4 | 214 | |
Group Profile | 214 | |
Narrative | 214 | |
Analysis and Discussion | 216 | |
Coding and Data Reduction | 216 | |
Students' Responses to the Key Questions | 218 | |
A Theory Grounded in Reality | 262 | |
Summary | 263 | |
Chapter 6 | Findings, Conclusions, Implications, and Recommendations | |
Introduction | 266 | |
Statement of the Problem | 266 | |
Purposes of the Study | 267 | |
Methodology | 267 | |
Findings | 269 | |
Quantitative Component | 269 | |
Consumption | 269 | |
Feelings of Comfort in Drinking Situations | 272 | |
Qualitative Component | 275 | |
A Theory Grounded in Reality | 276 | |
Research Questions | 277 | |
Discussion and Conclusions | 278 | |
How the Findings Relate to Previous Research | 278 | |
Consumption | 278 | |
Feelings of Comfort in Drinking Situations | 282 | |
How the Findings Differ from Previous Research | 285 | |
Consumption | 285 | |
Feelings of Comfort in Drinking Situations | 389 | |
Implications and Recommendations | 293 | |
Misperceptions | 293 | |
Clarifying Misperceptions | 295 | |
Freshmen | 296 | |
Alcohol Consumption Prevention Model: Clarifying Students' Misperceptions | 299 | |
Purpose | 299 | |
Recommendations | 299 | |
The Instrument | 300 | |
Get Acquainted Exercise | 301 | |
Procedures | 301 | |
Sophomores, Juniors, and Seniors | 303 | |
Dissemination of Campus Specific Information to All Students | 304 | |
A Media Campaign | 304 | |
A Game | 305 | |
A Volunteer Program | 306 | |
Guest Speakers | 306 | |
Additional Considerations | 306 |
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