High- and low-dose alcohol-related expectancies and the differential associations with drinking in male and female adolescents and young adults

Wiers, Reínout W.; Hoogeveen, Kees-Jan; Sergeant, Joseph A.; Gunning, W. Boudewijn

doi:10.1046/j.1360-0443.1997.92787110.x

Cited by 51 publications

(85 citation statements)

References 7 publications

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“…However, in these investigations of youths ranging from 10 years through high school, negative expectancies were not always predictive of drinking. Wiers, Hoogeveen, Sergeant, and Gunning (1997) suggested that negative expectancies might play a greater role in the prediction of drinking patterns with greater drinking experience; however, others have argued that negative expectancies increase with anticipated dosage but are not a robust predictor of drinking (e.g., Brown, 1993). The evidence from this cross-sectional investigation, in tandem with those in other samples (e.g., Anderson et al, 2005), suggests further longitudinal investigation is needed to examine whether age-related or experience-related changes occur with regard to the development and impact of negative alcohol outcome expectancies on drinking in comparison to positive expectancies across the adolescent developmental period.…”

Section: Discussionmentioning

confidence: 99%

Middle School Drinking: Who, Where, and When

Anderson

Brown

2010

Journal of Child & Adolescent Substance Abuse

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The goal of this research was to describe the most common drinking situations for young adolescents (N=1171; 46.6% girls), as well as determine predictors of their drinking in the seventh and eighth grades. Middle school students most frequently drank at parties with three to four teens, in their home or at a friend’s home, and reported alcohol-related problems including conflicts with friends or parents, memory loss, nausea, and doing things they would not normally do. Differences emerged in predicting higher levels of drinking on the basis of sex, race, grade, positive alcohol expectancies, impulsivity, and peer drinking. These findings suggest both specific and general factors are implicated in drinking for middle school students. Contextual factors, including drinking alone, in public places, and at or near school, are characteristic of the most problematic alcohol involvement in middle school and may have utility in prevention and early intervention.

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Section: Discussionmentioning

confidence: 99%

Middle School Drinking: Who, Where, and When

Anderson

Brown

2010

Journal of Child & Adolescent Substance Abuse

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“…Alcohol use and problems were measured with 3 questionnaires: A TLFB [24,25] was used to measure alcohol consumption per day over the past week and also included a question about the number of binge drinking occasions during the past 30 days (>5 standard glasses of alcohol consumed during one occasion for male participants; >4 for females). An adapted version of the AUQ [26] was used to assess drink-specific alcohol consumption over the past 6 months.…”

Section: Methodsmentioning

confidence: 99%

Attentional Bias Modification With Serious Game Elements: Evaluating the Shots Game

Boendermaker¹,

Maceiras²,

Boffo³

et al. 2016

JMIR Serious Games

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BackgroundYoung adults often experiment with heavy use of alcohol, which poses severe health risks and increases the chance of developing addiction problems. In clinical patients, cognitive retraining of automatic appetitive processes, such as selective attention toward alcohol (known as “cognitive bias modification of attention,” or CBM-A), has been shown to be a promising add-on to treatment, helping to prevent relapse.ObjectiveTo prevent escalation of regular use into problematic use in youth, motivation appears to play a pivotal role. As CBM-A is often viewed as long and boring, this paper presents this training with the addition of serious game elements as a novel approach aimed at enhancing motivation to train.MethodsA total of 96 heavy drinking undergraduate students carried out a regular CBM-A training, a gamified version (called “Shots”), or a placebo training version over 4 training sessions. Measures of motivation to change their behavior, motivation to train, drinking behavior, and attentional bias for alcohol were included before and after training.ResultsAlcohol attentional bias was reduced after training only in the regular training condition. Self-reported drinking behavior was not affected, but motivation to train decreased in all conditions, suggesting that the motivational features of the Shots game were not enough to fully counteract the tiresome nature of the training. Moreover, some of the motivational aspects decreased slightly more in the game condition, which may indicate potential detrimental effects of disappointing gamification.ConclusionsGamification is not without its risks. When the motivational value of a training task with serious game elements is less than expected by the adolescent, effects detrimental to their motivation may occur. We therefore advise caution when using gamification, as well as underscore the importance of careful scientific evaluation.

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“…Expectancies are defined as a “probability held by the individual that a particular reinforcement will occur as a function of a specific behaviour” (Wiers et al, 1997). The role of beliefs about the positive or negative behavioural, emotional and cognitive effects of alcohol intake has been demonstrated for alcohol use (Ajzen, 1991; Brown et al, 1985).…”

Section: Why Do Adolescents Drink?mentioning

confidence: 99%

Why is adolescence a key period of alcohol initiation and who is prone to develop long-term problem use?: A review of current available data

Petit

Kornreich

Verbanck

et al. 2013

Socioaffective Neuroscience & Psychology

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BackgroundEarly adolescence is a key developmental period for the initiation of alcohol use, and consumption among adolescents is characterized by drinking in high quantities. At the same time, adolescence is characterized by rapid biological transformations including dramatic changes in the brain, particularly in the prefrontal cortex and the mesocorticolimbic dopamine system.MethodsThis article begins with an overview of the unique neural and behavioural characteristics of adolescent development that predispose these individuals to seek rewards and take risks such as initiation of drinking and high levels of alcohol intake. The authors then outline important factors associated with an increased risk for developing alcohol problems in later adolescence and young adulthood. Thereafter they address causality and the complex interplay of risk factors that lead to the development of alcohol use problems in late adolescence and young adults.ConclusionsA few recommendations for the prevention of underage drinking are presented.

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High- and low-dose alcohol-related expectancies and the differential associations with drinking in male and female adolescents and young adults

Cited by 51 publications

References 7 publications

Middle School Drinking: Who, Where, and When

Middle School Drinking: Who, Where, and When

Attentional Bias Modification With Serious Game Elements: Evaluating the Shots Game

Why is adolescence a key period of alcohol initiation and who is prone to develop long-term problem use?: A review of current available data

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