Developing discrepancy within self-regulation theory: Use of personalized normative feedback and personal strivings with heavy-drinking college students

Neal, Derrick J.; Carey, Kate B.

doi:10.1016/j.addbeh.2003.08.004

Cited by 107 publications

(80 citation statements)

References 18 publications

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“…The RAPI assesses both traditional physical consequences (e.g., tolerance, withdrawal symptoms, physical dependency) and consequences presumed to occur at higher rates in a college student population (e.g., missing school, not doing homework, going to school drunk). The RAPI has good internal consistency (Neal & Carey, 2004) and test-retest reliability .…”

Section: Alcohol-related Consequencesmentioning

confidence: 98%

Reducing high-risk drinking in mandated college students: Evaluation of two personalized normative feedback interventions

Doumas

Workman

Smith

et al. 2011

Journal of Substance Abuse Treatment

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This is an author-produced, peer-reviewed version of this article. © 2009, Elsevier. Licensed under the Creative Commons AttributionNonCommercial-NoDerivatives 4.0 International License (https://creativecommons.org/licenses/by-nc-nd/4.0/). The final, definitive version of this document can be found online at Journal of Substance Abuse Treatment, doi: 10.1016Treatment, doi: 10. /j.jsat.2010 1 NOTICE: This is the author's version of a work accepted for publication by Elsevier. Changes resulting from the publishing process, including peer review, editing, corrections, structural formatting and other quality control mechanisms, may not be reflected in this document.Changes may have been made to this work since it was submitted for publication. Abstract This study evaluated the efficacy of two brief personalized normative feedback interventions aimed at reducing heavy drinking among mandated college students (N = 135). Students were randomly assigned to one of two conditions: web-based assessment with self-guided personalized normative feedback (SWF) or web-based assessment with counselor-guided personalized normative feedback (CWF). Results indicated students in the CWF condition reported significantly greater reductions in weekly drinking quantity and binge drinking frequency than those in the SWF group at follow-up (M = 8 months). Students in the CWF group also reported significantly greater reductions in estimates of peer drinking from baseline to the follow-up assessment than students in the SWF group. Additionally, changes in estimates of peer drinking partially mediated the effect of the intervention on changes in drinking. Results suggest that counselor-guided feedback may be more effective in reducing drinking among mandated students relative to self-guided feedback in the long-term.

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Section: Alcohol-related Consequencesmentioning

confidence: 98%

Reducing high-risk drinking in mandated college students: Evaluation of two personalized normative feedback interventions

Doumas

Workman

Smith

et al. 2011

Journal of Substance Abuse Treatment

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“…The intention factor was represented by two indicators of risky-drinking intention from the Behavioral Intentions Questionnaire (Neal and Carey, 2004): (a) intention to engage in HED in the next 30 days and (b) intention to "drink until you get drunk." The internal consistency of these indicators was acceptable in this sample (α = .94).…”

Section: Theory Of Planned Behavior Model Indicators By Latent Variablementioning

confidence: 99%

The Theory of Planned Behavior as a Predictor of Growth in Risky College Drinking

Collins

Witkiewitz

Larimer

2011

J. Stud. Alcohol Drugs

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ABSTRACT. Objective: This study tested the Theory of Planned Behavior (TPB) as a predictor of growth in risky college drinking over a 3-month period. As predicted by the TPB model, it was hypothesized that attitudes, subjective norms, and perceived behavioral control would predict intention to engage in risky drinking, which would in turn predict growth in future risky drinking. Method: Participants were 837 college drinkers (64.2% female) who were randomly selected from two U.S. West Coast universities to participate in a larger study on college drinking norms. This study used latent growth analyses to test the ability of the TPB to predict baseline levels of as well as linear and quadratic growth in risky college drinking (i.e., heavy episodic drinking and peak drinking quantity). Results: Chi-square tests and fi t indices indicated close fi t for the fi nal structural models. Self-effi cacy, attitudes, and subjective norms signifi cantly predicted baseline intention, which in turn predicted future heavy episodic drinking. Self-effi cacy and attitudes were also related to intention in the model of peak drinking; however, subjective norms were not a signifi cant predictor of intention in the peak drinking model. Mediation analyses showed that intention to engage in risky drinking mediated the effects of self-effi cacy and attitudes on growth in risky drinking. Conclusions: Findings supported the TPB in predicting risky college drinking. Although the current fi ndings should be replicated before defi nitive conclusions are drawn, results suggest that feedback on self-effi cacy, attitudes, and intentions to engage in risky drinking may be a helpful addition to personalized feedback interventions for this population. (J. Stud Alcohol Drugs, 72, 322-332, 2011)

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“…Finally, Neal and Carey (2004) compared two types of feedback with different content. Heavy drinking college students were randomized to one of three conditions delivered in a small group format: (1) personalized normative feedback that highlighted a discrepancy between behaviors of self and others; (2) personalized "strivings assessment" that highlighted a discrepancy between current and ideal self; or (3) an attention-only control.…”

Section: In-person Feedback Applicationsmentioning

confidence: 99%

“…Results of college alcohol feedback interventions Study N Feedback format Drinking at follow-up Agostinelli et al (1995) 26 mailed feedback ▼ 6 weeks Baer et al (1992) 132 1 h individual+feedback ▼ 24 months Borsari and Carey (2000) 60 1 h individual+feedback ▼ 6 weeks Collins et al (2002) 100 mailed feedback ▼ 6 weeks, n/s 6 months Dimeff and McNeely (2000) 41 brief interaction+feedback ▼ 6 weeks Larimer et al (2001) 120 1 h individual+1 h group+feedback ▼ 12 months (males) Marlatt et al (1998) 456 1 h individual+mailed ▼ 6 months, ▼ 24 months Murphy et al (2004) 54 1 h individual+feedback ▼ 6 months Murphy et al (2001) 99 1 h individual+feedback ▼ 3 months (heavier drinkers), n/s 9 months Neighbors et al (2004) 252 computer feedback ▼ 3 months, ▼ 6 months Neal and Carey (2004) …”

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confidence: 99%

Feedback interventions for college alcohol misuse: What, why and for whom?

Walters¹,

Neighbors

2005

Addictive Behaviors

302

308

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In response to the persistent problem of college drinking, universities have instituted a range of alcohol intervention programs for students. Motivational feedback is one intervention that has garnered support in the literature and been adopted on college campuses. This article reviews published outcome studies that have utilized feedback as a major component of an alcohol intervention for college students. Overall, 11 of the 13 reviewed studies (77%) found a significant reduction in drinking as compared to a control or comparison group. While the studies varied widely in terms of population, follow-up period, and feedback content, it appears that feedback can be effective whether delivered by mail, the Internet, or via a face-to-face motivational interview. Feedback seems to change normative perceptions of drinking and may be more effective among students who drink for social reasons. The addition of a group or individual counseling session does not appear to increase the short-term impact of the feedback.

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Developing discrepancy within self-regulation theory: Use of personalized normative feedback and personal strivings with heavy-drinking college students

Cited by 107 publications

References 18 publications

Reducing high-risk drinking in mandated college students: Evaluation of two personalized normative feedback interventions

Reducing high-risk drinking in mandated college students: Evaluation of two personalized normative feedback interventions

The Theory of Planned Behavior as a Predictor of Growth in Risky College Drinking

Feedback interventions for college alcohol misuse: What, why and for whom?

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