Education and Alcohol Use in Adolescence and Young Adulthood

青春期和青年时期的教育和饮酒

基本信息

批准号：
8028624
负责人：
ROBERT L CROSNOE
金额：
$ 30.2万
依托单位：
UNIVERSITY OF TEXAS AT AUSTIN
依托单位国家：
美国
项目类别：
财政年份：
2011
资助国家：
美国
起止时间：
2011-04-05 至 2013-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8028624
关键词：
Academic achievement Accounting Address Adolescence Adolescent Alcohol consumption Attention Behavior Behavioral Biological Markers Biological Process Characteristics Clinical Cognitive DNA Data Data Collection Data Set Data Sources Decision Making Development Dimensions Education Educational Status Etiology Exploratory/Developmental Grant Fostering Future Genetic Genetic Predisposition to Disease Genetic Risk Goals Health Health behavior Health education Intervention Investigation Life Life Cycle Stages Link Longitudinal Studies Measurement Measures Mission Modeling Nature New Territories Occupations Pathway interactions Pattern Peer Group Policies Positioning Attribute Process Psychologist Public Health Recording of previous events Research Research Personnel Role Sampling Schools Scientist Social Environment Staging Students Surveys Techniques Testing Textbooks Transcript Twin Multiple Birth Variant Work Youth abstracting base binge drinking college cost effective design drinking drinking behavior experience fascinate health disparity high school innovation insight interest multilevel analysis programs psychologic skills social sociologist theories trait underage drinking university student young adult

项目摘要

DESCRIPTION (provided by applicant): Abstract: Drinking among high school and college students has long been a major public health concern in the U.S. As a key dimension of the connection between education and health, which has fascinated social and behavioral scientists for years, this link between secondary/postsecondary education and alcohol use is theoretically important. Focusing as it does on institutional settings that historically have been viewed as amenable to policy intervention, this link also points to ways that that such theoretical activity can be applied. Although the potential impact of educational experiences on youth drinking has been studied frequently, it is not well-understood in many ways that have implications for informing intervention. Following the "developmental" spirit of the R21 mechanism, therefore, this project draws on extant data to look into insufficiently known aspects of the education-drinking link and, in the process, support future primary data collections that focus on the most important aspects of the education-drinking link while addressing current data limitations. First, the specific dimensions of high school academic statuses and settings that matter to adolescent drinking, as well as the mechanisms underlying these associations, need to be better assessed and identified. This project draws on a unique data set-the integration of the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative study of health behavior in the early life course, and the Adolescent Health and Academic Achievement study (AHAA), which adds rich school transcript and textbook data to Add Health. This integrated data set allows the study of drinking to be informed by important innovations in educational theory and measurement, including more accurate renderings of: (a) adolescents' positions in the academic hierarchies of their schools, (b) the characteristics of their fellow students that they take classes with throughout school, and (c) the cognitive skills (e.g., critical analysis) that they develop through coursework and can draw on in health decision-making. Second, the extent to which the education-drinking link varies across stages of the life course will be considered by drawing on postsecondary AHAA data, the hypothesis being that the importance of the academic and social settings of colleges to the drinking of young adults will depend on their academic and social histories as adolescents in high school. Third, drawing on the genetic samples and DNA data of Add Health, this project will assess the degree to which both latent and specific genetic influences are confounded with the education-drinking link and whether they condition/trigger the effects of educational experiences on drinking in adolescence and young adulthood. The investigatory team includes sociologists and clinical/developmental psychologists who have experience in research on drinking, education, or both, including working with Add Health/AHAA and using advanced statistical techniques and genetically informed designs. The goal of this R21 is to explore fresh approaches to old questions about the education-drinking link in a cost-effective strategy that allows future, larger-scale data collections to be more effectively designed. PUBLIC HEALTH RELEVANCE: Project Narrative: Studying the implications of specific academic statuses and settings for drinking-and the social and cognitive mechanisms underlying them-across the transition from adolescence into young adulthood is important for theoretical understanding of the general issue of how risky behavior can be both constrained and supported within a societal institution designed to promote the long-term socioeconomic attainment and civic participation of young Americans. Such research is also high in policy relevance, given that underage drinking and binge drinking on college campuses have long been major public health concerns in the U.S., that formal organizations (e.g., high schools) are more amenable to policy intervention than other social influences on drinking (e.g., peer groups), and that the missions of schools and colleges have been expanded to include health promotion. In these ways, this R21 project represents an important step in building educationally- informed approaches to drinking in adolescence and young adulthood.

描述（由申请人提供）：摘要：长期以来，高中生和大学生饮酒一直是美国主要的公共卫生问题。作为教育与健康之间联系的一个关键维度，多年来一直令社会和行为科学家着迷，中等/高等教育与健康之间的这种联系饮酒在理论上很重要。由于它关注历史上被视为易于政策干预的制度环境，这种联系也指出了此类理论活动的应用方式。尽管人们经常研究教育经历对青少年饮酒的潜在影响，但在许多方面对干预措施的影响还没有得到很好的理解。因此，遵循 R21 机制的“发展”精神，该项目利用现有数据来研究教育与饮酒联系中尚不为人所知的方面，并在此过程中支持未来主要数据收集，重点关注教育与饮酒之间最重要的方面。教育与饮酒的联系，同时解决当前的数据限制。首先，需要更好地评估和确定与青少年饮酒相关的高中学业状况和环境的具体维度，以及这些关联背后的机制。该项目利用了一个独特的数据集——国家青少年健康纵向研究（Add Health）和青少年健康与学业成就研究（AHAA）的整合，前者是一项具有全国代表性的生命早期健康行为研究，添加丰富的学校成绩单和教科书数据到 Add Health。这个综合数据集使饮酒研究能够了解教育理论和测量方面的重要创新，包括更准确地呈现：(a) 青少年在学校学术层次中的地位，(b) 同学的特征他们在整个学校学习的课程，以及（c）他们通过课程培养并可以在健康决策中利用的认知技能（例如批判性分析）。其次，将利用中学后 AHAA 数据来考虑教育与饮酒之间的联系在生命历程的不同阶段有所不同，假设大学的学术和社会环境对年轻人饮酒的重要性将取决于关于他们高中青少年时期的学术和社会历史。第三，利用 Add Health 的基因样本和 DNA 数据，该项目将评估潜在的和特定的基因影响与教育-饮酒联系的混淆程度，以及它们是否条件/触发教育经历对饮酒的影响。青春期和青年期。研究团队包括社会学家和临床/发展心理学家，他们在饮酒、教育或两者方面都有研究经验，包括与 Add Health/AHAA 合作并使用先进的统计技术和遗传设计。 R21 的目标是探索新的方法，以一种经济有效的策略来解决有关教育与饮酒联系的老问题，从而能够更有效地设计未来更大规模的数据收集。公共卫生相关性：项目叙述：研究特定学术地位和环境对饮酒的影响，以及它们背后的社会和认知机制，对于从青春期到成年早期的过渡，对于从理论上理解如何限制和避免危险行为这一一般问题非常重要。在旨在促进美国年轻人的长期社会经济成就和公民参与的社会机构内提供支持。此类研究也具有很高的政策相关性，因为大学校园内的未成年人饮酒和酗酒长期以来一直是美国主要的公共卫生问题，正规组织（例如高中）比其他社会影响更容易接受政策干预。饮酒（例如同侪群体），并且学校和学院的使命已扩大到包括健康促进。从这些方面来说，R21 项目代表了在建立青春期和成年早期饮酒教育方法方面迈出的重要一步。