Publication Date
2019
Document Type
Dissertation/Thesis
First Advisor
Henry, Beverly W.
Second Advisor
Howell, Steven
Degree Name
Ph.D. (Doctor of Philosophy)
Legacy Department
School of Interdisciplinary Health Professions
Abstract
First-generation (first-gen) students encounter not only the typical anxieties and
aggravations of attending college but also face stressors from social and cultural transitions.
Social adjustment, including college alcohol use, directly affects the success of a first-gen
student. Due to an increased reliance on computer-delivered alcohol interventions (CDIs) and
the growth in the number of first-gen college students, a need has emerged to investigate
alcohol use and web-based interventions among this population. Exploring the effectiveness of
CDIs and first-gen experiences will increase knowledge and improve current practice on
college campuses.
Methods
Phase 1: A systematic review using the reach, effectiveness, adoption, implementation,
and maintenance (RE-AIM) framework to analyze existing literature on CDIs. Phase 2: A
retrospective design utilizing data from students who completed a CDI, AlcoholEdu. This
research design analyzed alcohol-risk levels before and after exposure to the CDI using an
ordinal regression approach followed by binomial logistic regression. Phase 3: A qualitative
research design using in-depth focus group interviews to elicit information from students on the
shared experience of participating in a CDI.
Results
Phase 1: Twenty-six studies met inclusion criteria to be analyzed. Existing research has
primarily focused on first-year students, mandated students, and athletes. Most studies only
measured short-term effects and over half of the studies reviewed had 80% or more White
participants. Only one study reported first-gen status and no outcome measurement were
reported for this sub-population. Phase 2: A total of 1,207 participants completed both part 1
and part 2 of AlcoholEdu. First-gen students were more diverse compared to the continuing
gen group. The odds that males would show an increase in drinking following the CDI were
1.40 times larger than females. There was no significant relationship between generational
status and alcohol-risk level after exposure to a CDI when controlling for race and gender.
Phase 3: Focus groups identified the influence of gender, culture, parents, and family on
alcohol use behavior. Participants repeatedly shared stories how personal and environmental
factors from parents and family influenced their decision to consume alcohol. Participants
conveyed their view that college students are not fully honest when self-reporting alcohol use.
The fear of consequences, embarrassment, or denial of alcohol use were factors that may
influence the decision to self-report alcohol use.
Conclusions
A difference in personal factors, previous exposure, and experiences can affect the
attitudes, behaviors, and outcomes of a CDI. The environment of different sub-groups can play
a role in normative expectations of alcohol use while at college. Each student can experience
behavior that either reinforces or influences decision making related to alcohol use. The
assessment of alcohol use behavior needs to include a variety of methods and not rely solely on
self-report. It is likely that there is not one intervention that can be the “catch all” for every
student. Multiple approaches geared towards a wide variety of students from different
backgrounds and environments is needed to be truly successful. The effectiveness of computer
delivered alcohol intervention relies on the ability of the program to reach a wide audience, at
the right time, and include features that engage students and influence a change in behavior.
A supplemental PDF file called “P Taylor Coding Sheet” contains a summary of
publications reporting on the RE-AIM elements for Phase 1 of this study.
Recommended Citation
Taylor, Pamela Helen, "Exploring the Effectiveness of a Computer-Delivered Alcohol intervention in First-Generation College Students" (2019). Graduate Research Theses & Dissertations. 7719.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7719
Extent
116 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
