This article describes the development and validation of the Sport Anxiety Scale-2 (SAS-2), a multidimensional measure of cognitive and somatic trait anxiety in sport performance settings. Scale development was stimulated by findings that the 3-factor structure of the original Sport Anxiety Scale (SAS; Smith, Smoll, & Schutz, 1990) could not be reproduced in child samples and that several items on the scale produced conflicting factor loadings in adult samples. Alternative items having readability levels of grade 4 or below were therefore written to create a new version suitable for both children and adults. Exploratory and confirmatory factor analyses replicated the original SAS factor structure at all age levels, yielding separate 5-item subscales for Somatic Anxiety, Worry, and Concentration Disruption in samples as young as 9 to 10 years of age. The SAS-2 has stronger factorial validity than the original scale did, and construct validity research indicates that scores relate to other psychological measures as expected. The scale reliably predicts precompetition state anxiety scores and proved sensitive to anxiety-reduction interventions directed at youth sport coaches and parents.

ABSTRACT. Objective:The current study is a multisite randomized alcohol prevention trial to evaluate the effi cacy of both a parenting handbook intervention and the Brief Alcohol Screening and Intervention for College Students (BASICS) intervention, alone and in combination, in reducing alcohol use and consequences among a high-risk population of matriculating college students (i.e., former high school athletes). Method: Students (n = 1,275) completed a series of Web-administered measures at baseline (in the summer before starting college) and follow-up (after 10 months). Students were randomized to one of four conditions: parent intervention only, BASICS only, combined (parent and BASICS), and assessment-only control. Intervention effi cacy was tested on a number of outcome measures, including peak blood alcohol concentration, weekly and weekend drinking, and negative consequences. Hypothesized mediators and moderators of intervention effect were tested. Results:The overall results revealed that the combined-intervention group had signifi cantly lower alcohol consumption, high-risk drinking, and consequences at 10-month follow-up, compared with the control group, with changes in descriptive and injunctive peer norms mediating intervention effects. Conclusions: The fi ndings of the present study suggest that the parent intervention delivered to students before they begin college serves to enhance the effi cacy of the BASICS intervention, potentially priming students to respond to the subsequent BASICS session. (J. Stud. Alcohol Drugs 70: [555][556][557][558][559][560][561][562][563][564][565][566][567] 2009)

ABSTRACT. Objective: Relatively little research has evaluated motives for using marijuana based on users' self-reported reasons. This article details the construction and psychometric validation of a new marijuana motives questionnaire. Method: Participants included 346 marijuanausing college students who completed online assessments regarding their motives for, frequency of, and problems associated with their marijuana use. Results: Exploratory and confi rmatory factor analysis supported a 12-factor scale, including the following: (1) Enjoyment, (2) Conformity, (3) Coping, (4) Experimentation, (5) Boredom, (6) Alcohol, (7) Celebration, (8) Altered Perception, (9) Social Anxiety, (10) Relative Low Risk, (11) Sleep/Rest, and (12) Availability. Regression results indicated enjoyment, boredom, altered perception, relative low-risk, and sleep/rest were each uniquely associated with greater frequency of use. Experimentation and availability motives were associated with less use. After accounting for use, coping and sleep/rest were associated with signifi cantly more consequences whereas enjoyment was associated with fewer consequences. Additional results comparing the scale to an existing marijuana motives measure indicated comparatively good convergent validity. Conclusions: Emerging adult college students may have several different reasons for using marijuana, which are uniquely related to use and negative consequences. , and theoretical models on the determinants of alcohol use (e.g., Cooper, 1994;Cox and Klinger, 1988), smoking (e.g., Piasecki et al., 2007), and gambling (e.g., Neighbors et al., 2002) have focused on the infl uence of individual differences in motivations as contributing to subsequent patterns of behavior. In terms of substance use, although research has fi rmly established that differences in affect and behavioral regulation motives (e.g., tension reduction, social enhancement) predict patterns of drinking behaviors (e.g., Cooper, 1994;Cox and Klinger, 1990), less research has examined marijuana-use motives and their relation to use/ consequences. The purpose of the present study is to develop a comprehensive marijuana motives questionnaire, conduct preliminary reliability and validity analyses, and subsequently inform the development of an empirical motivational model of marijuana use and related consequences. Marijuana use among young adultsMarijuana is the most commonly used illicit drug among individuals ages 18-25. Among college students, 49% report lifetime use, roughly one third report past-year use, and one fi fth report past-month use. Daily marijuana use among college students is slightly more common than daily alcohol use (4.5% vs 3.7%, respectively; Johnston et al., 2005). In a recent household survey, more than half of individuals ages 18-25 had used marijuana at least once (Substance Abuse and Mental Health Services Administration, 2005), and approximately 7.4% met marijuana dependence criteria in the past year (Chen et al., 1997). Although many marijuana users do not develop long...

Objectives Personalized normative feedback (PNF) interventions are generally effective at correcting normative misperceptions and reducing risky alcohol consumption among college students. However, research has yet to establish what level of reference group specificity is most efficacious in delivering PNF. This study compared the efficacy of a web-based PNF intervention employing eight increasingly-specific reference groups against a Web-BASICS intervention and a repeated-assessment control in reducing risky drinking and associated consequences. Method Participants were 1663 heavy drinking Caucasian and Asian undergraduates at two universities. The referent for web-based PNF was either the typical same-campus student, or a same-campus student at one (either gender, race, or Greek-affiliation), or a combination of two (e.g., gender and race), or all three levels of specificity (i.e., gender, race, and Greek-affiliation). Hypotheses were tested using quasi-Poisson generalized linear models fit by generalized estimating equations. Results The PNF intervention participants showed modest reductions in all four outcomes (average total drinks, peak drinking, drinking days, and drinking consequences) compared to control participants. No significant differences in drinking outcomes were found between the PNF group as a whole and the Web-BASICS group. Among the eight PNF conditions, participants receiving typical student PNF demonstrated greater reductions in all four outcomes compared to those receiving PNF for more specific reference groups. Perceived drinking norms and discrepancies between individual behavior and actual norms mediated the efficacy of the intervention. Conclusions Findings suggest a web-based PNF intervention using the typical student referent offers a parsimonious approach to reducing problematic alcohol use outcomes among college students.