Evaluating the Effects of Feedback on College Students' Self-Reports of Alcohol Consumption and Standard Drink Free-Pours
Poster Number
1A
Format
Poster Presentation
Faculty Mentor Name
Carolynn Kohn
Faculty Mentor Department
Department of Psychology
Graduate Student Mentor Name
Alondra Del Real
Graduate Student Mentor Department
Department of Psychology
Additional Mentors
Mariel Montes, m_montes1@u.pacific.edu, Department of Psychology
Michelle Oliveira, m_oliveira1@u.pacific.edu, Department of Psychology
Abstract/Artist Statement
Excessive alcohol consumption among college students is a public health concern, and historically has been assessed through self-report surveys. Unfortunately, reliability and validity of these data are questionable because college students are typically unable to define or pour accurate standard drinks. Therefore, it is unlikely that they can accurately report how many standard drinks they previously consumed. Interventions to improve the accuracy of college students’ self-reported alcohol consumption are needed. White et al. (2005) demonstrated that after receiving corrective feedback, participants changed their self-report in the direction of feedback. However, these data are limited by group means, lack of repeated measures, and evaluation of one type of alcohol by volume (ABV) beer. The purpose of this study was to replicate and extend White et al. (2005) by using a single-case design and repeated measures to examine the effects of feedback on college students’ self-report and free-pours. Participants (N = 10) first completed an alcohol use questionnaire and poured standard servings of beer containing 5% and 8% ABV. Participants then read an information sheet about the consequences of underage drinking and completed the same questionnaire and free-pours. Next, participants received feedback on the accuracy of their free-pours for the beer containing 5% ABV and again completed the questionnaire and free-pours. Counter to White et al. (2005), few participants changed their self-report after receiving feedback (n = 3); however, most participants poured accurate standard servings of beer after receiving feedback (n = 8). Some participants required additional training (i.e., model stimulus training) to pour accurately (n = 2). If feedback can be used to improve the correspondence between college students’ definitions and free-pours of standard servings of alcohol, this may indicate that college administrators and researchers can improve self-report to obtain more reliable and valid data on alcohol consumption.
Location
Information Commons, William Knox Holt Memorial Library and Learning Center
Start Date
29-4-2023 10:00 AM
End Date
29-4-2023 1:00 PM
Evaluating the Effects of Feedback on College Students' Self-Reports of Alcohol Consumption and Standard Drink Free-Pours
Information Commons, William Knox Holt Memorial Library and Learning Center
Excessive alcohol consumption among college students is a public health concern, and historically has been assessed through self-report surveys. Unfortunately, reliability and validity of these data are questionable because college students are typically unable to define or pour accurate standard drinks. Therefore, it is unlikely that they can accurately report how many standard drinks they previously consumed. Interventions to improve the accuracy of college students’ self-reported alcohol consumption are needed. White et al. (2005) demonstrated that after receiving corrective feedback, participants changed their self-report in the direction of feedback. However, these data are limited by group means, lack of repeated measures, and evaluation of one type of alcohol by volume (ABV) beer. The purpose of this study was to replicate and extend White et al. (2005) by using a single-case design and repeated measures to examine the effects of feedback on college students’ self-report and free-pours. Participants (N = 10) first completed an alcohol use questionnaire and poured standard servings of beer containing 5% and 8% ABV. Participants then read an information sheet about the consequences of underage drinking and completed the same questionnaire and free-pours. Next, participants received feedback on the accuracy of their free-pours for the beer containing 5% ABV and again completed the questionnaire and free-pours. Counter to White et al. (2005), few participants changed their self-report after receiving feedback (n = 3); however, most participants poured accurate standard servings of beer after receiving feedback (n = 8). Some participants required additional training (i.e., model stimulus training) to pour accurately (n = 2). If feedback can be used to improve the correspondence between college students’ definitions and free-pours of standard servings of alcohol, this may indicate that college administrators and researchers can improve self-report to obtain more reliable and valid data on alcohol consumption.