The present research contrasted theoretical models depicting the nature of the relation among drinking beliefs, drinking tendencies, and behavioral consequences in 266 incoming freshman college students. It also examined the theoretical relations between mother-teen communications and drinking beliefs relevant to behavioral consequences. The findings revealed direct relations between bingedrinking consequences and the drinking beliefs: Alcohol can make positive transformations, can enhance social behavior, and can increase negative affect and normative approval. Direct relations were not observed between consequences and the drinking beliefs regarding physical risk and health orientation. Finally, the present research found consistent support for the relation between mother-teen communications and drinking beliefs relevant to binge-drinking consequences.Alcohol consumption and alcohol-related problems represent a significant concern on our nation's college campuses (e.g., Gfroerer, Greenblatt, & Wright, 1997;Schuckit, Klein, Twitchell, & Springer, 1994; Wechsler, Dowdall, Maenner, GledhiU-Hoyt, & Lee, 1998). Studies conducted over the last 10 years reveal that the highest proportion of drinkers, heavy drinkers, and individuals with multiple substance dependencies tend to be within the age range encompassing over 92% of all enrolled college stu-
The findings suggest that judgmental errors tend to be an important process variable in the relationship between family history and alcohol-related behavioral tendencies. The findings are discussed with respect to potential behavioral antecedents (e.g., student binge drinking) and development of prevention programs geared toward training students to make more accurate judgments, using external cues.
The findings suggest that judgmental errors tend to be an important process variable in the relationship between family history and alcohol-related behavioral tendencies. The findings are discussed with respect to potential behavioral antecedents (e.g., student binge drinking) and development of prevention programs geared toward training students to make more accurate judgments, using external cues.
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