Scott-Sheldon Lori A J, Carey Kate B, Elliott Jennifer C, Garey Lorra, Carey Michael P
Centers for Behavioral and Preventive Medicine, The Miriam Hospital.
Department of Behavioral and Social Sciences, School of Public Health, Brown University.
J Consult Clin Psychol. 2014 Apr;82(2):177-88. doi: 10.1037/a0035192. Epub 2014 Jan 20.
Alcohol use established during the first-year of college can result in adverse consequences during the college years and beyond. In this meta-analysis, we evaluated the efficacy of interventions to prevent alcohol misuse by first-year college students.
Studies were included if the study reported an individual- or group-level intervention using a randomized controlled trial, targeted 1st-year college students, and assessed alcohol use. Forty-one studies with 62 separate interventions (N = 24,294; 57% women; 77% White) were included. Independent raters coded sample, design, methodological features, and intervention content. Weighted mean effect sizes, using fixed- and random-effects models, were calculated. Potential moderators, determined a priori, were examined to explain variability in effect sizes.
Relative to controls, students receiving an intervention reported lower quantity and frequency of drinking and fewer problems (d(+)s = 0.07-0.14). These results were more pronounced when the interventions were compared with an assessment-only control group (d(+)s = 0.11-0.19). Intervention content (e.g., personalized feedback) moderated the efficacy of the intervention.
Behavioral interventions for 1st-year college students reduce alcohol consumption and alcohol-related problems. Interventions that include personalized feedback, moderation strategies, expectancy challenge, identification of risky situations, and goal-setting optimize efficacy. Strategies to prevent alcohol misuse among first-year students are recommended.
大学一年级期间养成的饮酒习惯可能会在大学期间及之后导致不良后果。在这项荟萃分析中，我们评估了预防大学一年级学生酒精滥用干预措施的效果。
纳入的研究需报告采用随机对照试验的个体或团体层面干预措施，针对大学一年级学生，并评估饮酒情况。共纳入41项研究，包含62项独立干预措施（N = 24,294；57%为女性；77%为白人）。独立评估人员对样本、设计、方法学特征和干预内容进行编码。使用固定效应模型和随机效应模型计算加权平均效应量。对预先确定的潜在调节因素进行检验，以解释效应量的变异性。
与对照组相比，接受干预的学生报告饮酒量和饮酒频率较低，问题较少（d(+)s = 0.07 - 0.14）。当将干预措施与仅进行评估的对照组进行比较时，这些结果更为明显（d(+)s = 0.11 - 0.19）。干预内容（如个性化反馈）调节了干预的效果。
针对大学一年级学生的行为干预可减少酒精消费和与酒精相关的问题。包括个性化反馈、适度策略、期望挑战、识别危险情况和设定目标的干预措施可优化效果。建议采取预防大学一年级学生酒精滥用的策略。
