Bolden Jennifer
Department of Psychology, University of Tennessee, Knoxville, TN, USA.
Subst Abuse. 2019 May 15;13:1178221819848356. doi: 10.1177/1178221819848356. eCollection 2019.
Despite research linking substance use/abuse to pejorative academic outcomes, the underlying behavior and cognitive mechanisms responsible for this association are largely unknown. This study addresses a specific call for understanding learning strategies and skills associated with substance alcohol use/abuse. Four hundred fifty undergraduates (59.6% female) completed measures of hazardous drinking behavior and student learning strategies. Approximately 35.3% of the sample reported hazardous drinking scores in the clinical range. Bivariate correlations and a regression framework were utilized to understand the associations among hazardous drinking behavior, academic skills/strategies, and student liabilities. In the present study, hazardous drinking behavior was associated with 4 learning strategies: note-taking/listening skills, test-taking strategies, organizational techniques, and time management. Moreover, hazardous drinking behavior was associated with 2 student liabilities: low academic motivation and concentration/attention difficulties. Results from follow-up analyses suggest that only organizational techniques and concentration/attention difficulties predicted hazardous drinking behavior. Promising areas for future research and potential intervention targets are discussed.
尽管有研究将物质使用/滥用与负面的学业成绩联系起来，但导致这种关联的潜在行为和认知机制在很大程度上仍不为人知。本研究回应了一项关于理解与酒精使用/滥用相关的学习策略和技能的具体呼吁。450名本科生（59.6%为女性）完成了危险饮酒行为和学生学习策略的测量。大约35.3%的样本报告危险饮酒分数处于临床范围内。采用双变量相关性和回归框架来理解危险饮酒行为、学术技能/策略和学生不利因素之间的关联。在本研究中，危险饮酒行为与4种学习策略相关：笔记/听力技能、应试策略、组织技巧和时间管理。此外，危险饮酒行为与2种学生不利因素相关：低学业动机和注意力不集中/注意力困难。后续分析结果表明，只有组织技巧和注意力不集中/注意力困难能预测危险饮酒行为。讨论了未来研究的有前景领域和潜在干预目标。
