Scott-Sheldon Lori A J, DeMartini Kelly S, Carey Kate B, Carey Michael P
Center for Health and Behavior, Syracuse University.
J Soc Clin Psychol. 2009 Sep;28(7):799-823. doi: 10.1521/jscp.2009.28.7.799.
The current meta-analysis examined the effects of individual-level alcohol interventions on college students' knowledge and psychological outcomes at first post-intervention assessment. Data from 34 randomized controlled trials published between 1980 and June 2007 ( = 8,569) were included. Independent raters coded participant characteristics, design and methodological features, and intervention content. Weighted mean effect sizes, using both fixed- and random-effects models, were calculated; positive effect sizes indicated greater improvement in alcohol-related knowledge or psychological outcomes. Compared to controls, alcohol interventions improved participants' alcohol-related knowledge, attitudes toward drinking, and descriptive norms (vis-à-vis national college students), and intentions to consume alcohol but did not improve alcohol expectancies or self-efficacy. Several sample, study and intervention characteristics moderated the knowledge and psychological outcomes. Implications of these findings are discussed.
当前的荟萃分析考察了个体层面酒精干预措施在首次干预后评估时对大学生知识及心理状况的影响。纳入了1980年至2007年6月间发表的34项随机对照试验的数据（n = 8569）。独立评分者对参与者特征、设计和方法学特征以及干预内容进行了编码。使用固定效应模型和随机效应模型计算加权平均效应量；正向效应量表明在酒精相关知识或心理状况方面有更大改善。与对照组相比，酒精干预改善了参与者的酒精相关知识、饮酒态度和描述性规范（相对于全国大学生）以及饮酒意图，但未改善酒精预期或自我效能感。若干样本、研究和干预特征对知识和心理状况产生了调节作用。讨论了这些发现的意义。
