The Influence of Curricular-based Interventions within First-year “Success” Courses on Student Alcohol Expectancies and Engagement in High-risk Drinking Behaviors

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ISSN 0027-6021

AUTHOR:
Matt J. Mayhew, Rebecca J. Caldwell, and Aimee Hourigan

TITLE:
The Influence of Curricular-based Interventions within First-year “Success” Courses on Student Alcohol Expectancies and Engagement in High-risk Drinking Behaviors

SUGGESTED CITATION:
Mayhew, M. J. , Caldwell, R. J. , Hourigan, A. (2008). The Influence of Curricular-based Interventions within First-year “Success” Courses on Student Alcohol Expectancies and Engagement in High-risk Drinking Behaviors. NASPA Journal, 45(1), Art. 4. Retrieved May 13, 2009, from http://publications.naspa.org/naspajournal/vol45/iss1/art4

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ABSTRACT:
The purpose of this study was to examine the effect of curricular-based interventions housed within first-year success courses on alcohol expectancies and high-risk drinking behaviors. Specifically, we longitudinally assessed 173 students enrolled in one of ten first-year success courses, including five that received the alcohol intervention and five that did not. We then created a series of models accounting for demographic information (i.e., gender and self-reported expected grade point average), the pretest scores for the six outcome measures, and the intervention effect (i.e., whether students received the intervention or not). ANCOVA results showed that the intervention was effective in reducing high-risk drinking behaviors and alcohol expectancies for students enrolled in the success courses that received the intervention. Implications for student affairs practitioners and higher education scholars are discussed.

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