Alcohol Consumption and Academic Retention in First-Year College Students.

Abstract

Objectives: This study attempted to identify relationships between alcohol consumption and first-to-second-year student retention among college students. Methods: 820 students in general education courses completed an online wellness assessment at four separate time points, including questions related to alcohol consumption. Data were analyzed with PAWS, and alpha set at p [less than or equal to] .05. Results: Male students reported higher rates of drinking and heavy episodic drinking compared to females. Male students also had a significantly higher risk of lower retention associated with both social drinking and heavy episodic drinking compared to female students. Conclusions: Social drinking and heavy episodic drinking were both associated with decreased retention in male students, thereby extending the scope of academic problems associated with student drinking. Key words: Social drinking; heavy episodic drinking; Student retention ********** Alcohol use among college students is an issue of concern on many U.S. college campuses (National Institute on Alcohol Abuse and Alcoholism, 2010). National surveys have indicated that approximately two-thirds of college students report drinking alcohol in the past month, and more than one-third reported heavy episodic drinking (HED), defined as five or more drinks in one sitting, in the previous two weeks (Monitoring the Future, 2010; SlUC/Core Institute, 2008; Substance Abuse and Mental Health Services Administration, 2008). Higher rates of alcohol use, HED, and heavy alcohol use among full-time college students, compared with rates for others aged 18 to 22, has remained consistent since 2002 (Substance Abuse and Mental Health Services Administration, 2008). Demographic differences are one factor that influence college student drinking behaviors (Ingle & Furnham, 1996) along with the size of the student body, geographical location, and the importance of athletics on campus (Nelson & Wechsler, 2001). Freshmen, or first-year students, are at particular risk for problematic drinking and its associated consequences, compared to upper division students, largely due to a new sociocultural context that includes decreased adult supervision and ready access to alcohol on campus (Del Boca, Dirkes, Greenbaum, & Goldman, 2004). For example, freshmen have been found to drink more frequently and in greater quantity than upperclassmen (Leeman & Wapner, 2001) as well as heavy episodic drink and drink to intoxication more frequently than their counterparts (Vaughan, Corbin, & Fromme, 2009). In addition, drinking beliefs (i.e., normative influences) influence drinking habits and these influences tend to be strongest during the first year of college (Turrisi, Padilla, & Wiersma, 2000). The associated consequences of alcohol consumption vary and include academic difficulties, psychosocial problems, antisocial behaviors, injuries, and other risk taking behaviors (Attwood, Ataya, Benton, Penton-Voak, & Munafo, 2009; Wechsler, Lee, Kuo, & Lee, 2000). Much has been written about the educational difficulties and academic consequences associated with alcohol use, including missing a class and getting behind in school work (Wechsler, & Nelson, 2008); performing poorly on a test or project (Perkins, 2002; Presley & Pimentel, 2006); and experiencing a lower grade point average (Pritchard & Wilson, 2003; Singleton, 2007). While a relationship between college academic achievement and retention has been established (McGrath & Braunstein, 1997), research on the association between alcohol use in first-year students and retention is limited. Given the consequence of academic impairment associated with problematic drinking, alcohol misuse may contribute significantly to failure and dropout rates (Perkins, 2002), many students who drop out may have experienced alcohol-related academic problems leading to the drop out (Wood, Sher, Erickson, & DeBord, 1997). …