Education and Alcohol Use in Adolescence and Young Adulthood

青春期和青年时期的教育和饮酒

• 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
• 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

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：在美国长期以来，在高中和大学生中饮酒一直是教育与健康之间联系的关键方面，这是多年来吸引社会和行为科学家的关键方面，中学/学术后教育与饮酒之间的这种联系在理论上很重要。该链接集中在历史上被视为可以接受政策干预的机构环境中，还指出了可以应用这种理论活动的方式。尽管经常研究教育经验对青年饮酒的潜在影响，但在许多方面并没有得到对干预措施的影响。因此，遵循R21机制的“发展”精神，该项目借鉴了现有的数据，以研究教育习惯的链接的不足之处，并在此过程中支持未来的主要数据收集，这些数据收集着重于教育链接的最重要方面，同时解决了当前数据限制。首先，高中学术地位和环境的具体维度以及对青少年饮酒至关重要的机制以及这些关联的基础机制，需要更好地评估和确定。该项目借鉴了独特的数据集 - 全国青少年健康纵向研究（Add Health）的整合，这是对早期生活课程中健康行为的全国代表性研究，以及青少年的健康和学术成就研究（AHAA），添加了丰富的学校成绩单和教科书数据，以增加健康。该综合数据集允许通过教育理论和度量的重要创新来了解饮酒的研究，包括更准确的效果图：（a）青少年在学校的学术等级中的职位，（（b）他们与整个学校的课程的特征，以及在整个学校上课，以及（例如）通过培养批判性分析和培训健康的能力，并可以培养他们在健康方面进行探讨。其次，通过借鉴学院的AHAA数据，将考虑在生命课程的各个阶段的教育联系的程度各不相同，其假设是，大学的学术和社会环境对饮酒的重要性将取决于他们作为高中青少年的学术和社会历史。第三，借鉴了添加健康的遗传样本和DNA数据，该项目将评估潜在和特定的遗传影响与教育饮食联系的混淆，以及它们是否条件/触发教育经验对青少年饮酒的影响和年轻的成年。调查团队包括具有饮酒，教育或两者研究经验的社会学家和临床/发育心理学家，包括与ADD HEALTH/AHAA合作，并使用先进的统计技术和基因知识的设计。 R21的目的是探索有关成本效益的策略中有关教育链接的旧问题的新方法，该策略允许未来的大规模数据收集更有效地设计。 公共卫生相关性： 项目叙述：研究特定的学术地位和环境对饮酒的影响以及它们的社会和认知机制，使它们从青春期过渡到年轻成年的过渡对于理论上对旨在促进长期社会经济学和年轻人参与的社会机构中如何受到危险行为的一般问题的理解非常重要。鉴于大学校园中的未成年人饮酒和暴饮暴食一直是美国的主要公共卫生问题，因此，这种研究的相关性也很高，因此，与其他对饮酒的社会影响（例如，同伴群体）相比，正规组织（例如，高中）更适合政策干预，并且对学校和学院的使命已经扩展到包括健康促进。通过这些方式，这个R21项目代表了建立青春期和年轻成年饮酒方法的重要步骤。