Framework of the Study | p. 21 |
Introduction | p. 21 |
Statement of the Problem | p. 22 |
Background of the Study | p. 23 |
Alcohol Consumption in Higher Education | p. 23 |
Misperceptions Associated Alcohol Consumption | p. 25 |
Pluralistic Ignorance | p. 25 |
The Purposes of the Study | p. 26 |
Research Questions | p. 27 |
Methods and Procedures | p. 27 |
Quantitative Component | p. 27 |
Purpose | p. 27 |
Sample Selection | p. 28 |
Data Collection | p. 28 |
Data Analysis | p. 29 |
Limitations of the Study | p. 29 |
Qualitative Component | p. 30 |
Purpose | p. 30 |
Participant Selection | p. 31 |
Data Collection | p. 31 |
Data Analysis | p. 32 |
Limitations of the Study | p. 33 |
Organization of the Dissertation | p. 36 |
Review of the Literature | |
Alcohol Abuse in Higher Education | p. 39 |
Alcohol Abuse Prevention in Higher Education | p. 59 |
Misperceptions Associated With Alcohol Consumption | p. 62 |
Pluralistic Ignorance | p. 75 |
Social Change | p. 87 |
Summary | p. 96 |
Research Methodology | |
Introduction | p. 98 |
Selection of School Site | p. 98 |
Quantitative Component | p. 100 |
Purpose | p. 100 |
Hypotheses | p. 100 |
Sample Selection | p. 101 |
The Instrument | p. 101 |
Content Validity | p. 103 |
Construct Validity and Reliability | p. 104 |
Data Collection | p. 106 |
Data Analysis | p. 107 |
Demographics | p. 107 |
Quantity | p. 107 |
Frequency | p. 109 |
Mean Drinks Per Week | p. 110 |
Quantity-Frequency Index | p. 110 |
Misperceptions Associated With Consumption | p. 111 |
Misperceptions Associated With Comfort in Drinking Situations | p. 111 |
Factors | p. 112 |
Manipulation Checks | p. 113 |
Interview Guide | p. 113 |
Limitations | p. 114 |
Qualitative Component | p. 115 |
Purpose | p. 115 |
Selection of Participants | p. 117 |
Data Collection | p. 119 |
Focus Group Session Format | p. 119 |
Data Analysis | p. 122 |
Inductive Data Analysis | p. 122 |
Transcript Based Analysis | p. 122 |
Data Reduction and Coding | p. 123 |
Interpretation of the Data | p. 125 |
Grounded Theory | p. 126 |
Written Report | p. 127 |
Limitations | p. 127 |
Summary | p. 131 |
Quantitative Component Results | |
Introduction | p. 134 |
Respondents | p. 134 |
Response Rate | p. 134 |
Demographics | p. 134 |
Consumption | p. 135 |
Quantity | p. 135 |
Beer | p. 135 |
Wine | p. 139 |
Liquor | p. 143 |
Students' Perceptions Regarding Their Peers' Consumption | p. 147 |
Misperceptions Associated With Quantity | p. 149 |
Frequency | p. 151 |
Beer | p. 151 |
Wine | p. 154 |
Liquor | p. 158 |
Misperceptions Associated With Frequency | p. 162 |
Mean Drinks Per Week | p. 163 |
Quantity-Frequency Index | p. 165 |
Feelings of Comfort in Drinking Situations | p. 166 |
Comfort in Drinking Situations | p. 166 |
Comfort in Situations Where Drinking Was the Main Activity | p. 167 |
Comfort in Drinking Situations with a Date Who Has Been Drinking | p. 167 |
Comfort in Situations with Strangers Where Alcohol is Served | p. 168 |
Comfort in Situations with Strangers Who Have Had Too Much to Drink | p. 169 |
Comfort at Parties Where Drinking Games are Played | p. 169 |
Misperceptions Associated with Feelings of Comfort in Drinking Situations | p. 170 |
Factors | p. 172 |
Chi-Square Analyses | p. 172 |
Correlation Coefficients | p. 173 |
Linear Regression Analyses | p. 174 |
One-Way Analysis of Variance | p. 179 |
Experimental and Control Groups | p. 180 |
Gender | p. 184 |
Residence | p. 188 |
Year in School | p. 191 |
G.P.A. | p. 193 |
Race | p. 197 |
Two-Way Analysis of Variance | p. 200 |
Manipulation Checks | p. 200 |
Discussion | p. 202 |
Summary | p. 207 |
Qualitative Component Results | |
Introduction | p. 208 |
Focus Group 1 | p. 209 |
Group Profile | p. 209 |
Narrative | p. 209 |
Focus Group 2 | p. 211 |
Group Profile | p. 211 |
Narrative | p. 211 |
Focus Group 3 | p. 212 |
Group Profile | p. 212 |
Narrative | p. 213 |
Focus Group 4 | p. 214 |
Group Profile | p. 214 |
Narrative | p. 214 |
Analysis and Discussion | p. 216 |
Coding and Data Reduction | p. 216 |
Students' Responses to the Key Questions | p. 218 |
A Theory Grounded in Reality | p. 262 |
Summary | p. 263 |
Findings, Conclusions, Implications, and Recommendations | |
Introduction | p. 266 |
Statement of the Problem | p. 266 |
Purposes of the Study | p. 267 |
Methodology | p. 267 |
Findings | p. 269 |
Quantitative Component | p. 269 |
Consumption | p. 269 |
Feelings of Comfort in Drinking Situations | p. 272 |
Qualitative Component | p. 275 |
A Theory Grounded in Reality | p. 276 |
Research Questions | p. 277 |
Discussion and Conclusions | p. 278 |
How the Findings Relate to Previous Research | p. 278 |
Consumption | p. 278 |
Feelings of Comfort in Drinking Situations | p. 282 |
How the Findings Differ from Previous Research | p. 285 |
Consumption | p. 285 |
Feelings of Comfort in Drinking Situations | p. 389 |
Implications and Recommendations | p. 293 |
Misperceptions | p. 293 |
Clarifying Misperceptions | p. 295 |
Freshmen | p. 296 |
Alcohol Consumption Prevention Model: Clarifying Students' Misperceptions | p. 299 |
Purpose | p. 299 |
Recommendations | p. 299 |
The Instrument | p. 300 |
Get Acquainted Exercise | p. 301 |
Procedures | p. 301 |
Sophomores, Juniors, and Seniors | p. 303 |
Dissemination of Campus Specific Information to All Students | p. 304 |
A Media Campaign | p. 304 |
A Game | p. 305 |
A Volunteer Program | p. 306 |
Guest Speakers | p. 306 |
Additional Considerations | p. 306 |
Table of Contents provided by Syndetics. All Rights Reserved. |

Effect of Clarifying Students' Misperceptions Associated with Alcohol Consumption at a Connecticut Public University
by Synnott, C. Kevin-
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