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Transcript of Christiane Stock
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7/31/2019 Christiane Stock
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The association betweeneducational achievement and
alcohol use in university students:
Findings from the United Kingdom
Walid El Ansaria, Christiane Stockb
aUniversity of GloucestershirebUniversity of Southern Denmark
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Unit for Health Promotion Research
Background
The relationship between problematic alcoholconsumption and academic performance is a key
concern on university and college campuses. Alcohol consumption has been negatively associated
with academic performance.
Only few studies have used objective measures of
academic performance. Few authors have analysed whether frequency of
drinking or amount of alcohol is more important inpredicting academic performance.
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This study examined the associations between threeacademic achievement variables and three alcohol
consumption variables (frequency of alcoholconsumption, heavy episodic drinking, and problemdrinking).
Which of the measures of alcohol consumption is mostinfluential?
Which academic outcome is mostly affected by alcoholdrinking?
Aims
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Unit for Health Promotion Research
MethodsData collection
Cross-sectional study among 380 university students at theUniversity of Gloucestershire who completed a general healthquestionnaire. Their module grades were retrieved from theuniversity computer systems
Alcohol drinking
Frequency of alcohol consumption in the past three months Heavy episodic drinking (had 5 drinks in a row) in the past 30 days
Problem drinking (CAGE score)
Educational achievement
Students reflectionon their academic achievement (importance ofachieving good grades)
Students subjective comparativeappraisal of their overall academicattainment (academic performance in comparison with their peers)
Actual module mark
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Frequency of alcohol consumption
All
Males
Females0
10
20
3040
50
NeverLessthan
once aweek
Once aweek
Severaltimes aweek
Everyday Several
times aday
P=0.04
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Unit for Health Promotion Research
Had five or more drinks in a row last month
All
MalesFemales0
5
10
15
2025
30
None1 time
2 times3-5
times6-9
times10 ormore
times
p
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Unit for Health Promotion Research
Problem drinking (positive answers in CAGE)
All
Males
Females
0
5
10
15
20
25
30
1 positiveanswer 2 positive
answers 3 positive
answers4 positiveanswers
P=0.04
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Characteristics of educational achievement
Variable Whole
sample
(N=380)
Male
(N=195)
Female
(N=185)
P
Value
Importance of having good grades at University N.S.
Very important 64.1 61.7 66.7
Somewhat important 34.3 36.3 32.2Not very important 1.3 1.6 1.1
Not at all important 0.3 0.5 0.0
Rating of ones academic performance in comparison with
fellow students
N.S.
Much better 2.1 3.1 1.1
Better 21.3 22.3 20.2
The same 62.5 62.2 62.8Worse 13.8 12.4 15.3
Much worse 0.3 0 0.5
University Computerised Student Records
Module Mark- actual
achieved % grade: Mean
(SD)
54.56
(12.9)
53.90
(12.1)
55.68
(12.4)
N.S.
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Regression models for three academic achievement indicators
on heavy episodic drinking* as dependent variable
Variable Model 1 Model 2 Model 3
Stand.
P
Value
Stand.
P
Value
Stand.
P
Value
Age -0.252
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Regression models for three academic achievement indicators
on problem drinking*as dependent variable
Variable Model 1 Model 2 Model 3
Stand. P
Value
Stand. P
Value
Stand. P
Value
Age -0.078 0.146 -0.063 0.242 -0.048 0.400
Male gender 0.147 0.006 0.159 0.003 0.138 0.014
Importance of good
grades-0.104 0.047
Performance relativeto peers
-0.036 0.494
Module marka -0.054 0.327
Adjusted R2 of the
model0.04 0.001 0.03 0.006 0.02 0.038
* Problem drinking: number of positive answers in CAGE
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Results
We found relatively strong negative associationsbetween heavy episodic drinking and subjectivemeasures of academic achievement (importance of good
grades, academic performance relative to peers). The other two measures of alcohol drinking (frequency
of alcohol consumption and problem drinking) showedfewer associations with academic outcomes than heavy
episodic drinking.While alcohol drinking was related to impairments in
subjectively reported academic achievement, we failedto find associations with objectively measured module
marks.
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Limitations
Sample size
Module mark may not reflect average grades
Selection bias (no data on students not attendingclasses)
Under-reporting of drinking, while over-reporting ofacademic performance
No causal relationships Many other (unmeasured) factors might interfere
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Academic
achievementat university
Academic
achievement athigh school
Early alcoholuse
Heavyalcohol use
Other impairmentsSleepSocio-emotionalproblems
Etc.
Other factors
U i f H l h P i R h
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Conclusions
Alcohol misuse, especially heavy episodic drinking isvery likely to have negative consequences on academicperformance.
Alcohol policies on campus and educational andnormative campaigns for students are highly relevant.
Future research should include prospective designs aswell as objective and subjective measures for academicperformance.