Alcohol Use in Emerging Adulthood: Can Moffitt's Developmental Theory Help Us Understand Binge Drinking Among College Students?

ABSTRACT

It is well-known that college students are at an increased risk for alcohol use and binge drinking compared to their same-age peers who are not in college. We use Moffitt's developmental taxonomy, specifically, her discussion of adolescence-limited offending, to contextualize this finding regarding this minor form of deviance. We also incorporate Arnett's notion of emerging adulthood to argue that the maturity gap, as described by Moffitt, can extend beyond adolescence. The current research used data from Wave III of the National Longitudinal Study of Adolescent Health (N = 4,264). We examined differences in sample characteristics between respondents who were currently enrolled in college full-time and those who were not. We also estimated several logistic regression models to determine how full-time college status and two measures of maturity were correlated with weekly binge drinking. We found that respondents who were full-time college students had an increased risk for binge drinking and were also less mature than their peers. Further analyses indicated that full-time college students were at an increased risk for binge drinking because they lacked maturity and the lack of adult roles that characterize the college years gives students more freedom to binge drink. These results supported both Moffitt's explanation of adolescence-limited offending and Arnett's notion of emerging adults.     

Predicting Students’ Intention to use Stimulants for Academic Performance Enhancement

Background: The non-medical use of stimulants for academic performance enhancement is becoming a more common practice among college and university students. Objective: The objective of this study is to gain a better understanding of students’ intention to use stimulant medication for the purpose of enhancing their academic performance. Based on an extended model of Ajzen's theory of planned behavior, we examined the predictive value of attitude, subjective norm, perceived behavioral control, psychological distress, procrastination, substance use, and alcohol use on students’ intention to use stimulants to improve their academic performance. Methods: The sample consisted of 3,589 Flemish university and college students (mean age: 21.59, SD: 4.09), who participated anonymously in an online survey conducted in March and April 2013. Structural equation modeling was used to investigate the relationships among the study variables. Results: Our results indicate that subjective norm is the strongest predictor of students’ intention to use stimulant medication, followed by attitude and perceived behavioral control. To a lesser extent, procrastinating tendencies, psychological distress, and substance abuse contribute to students’ intention. Conclusions/ Importance: Based on these findings, we provide several recommendations on how to curtail students’ intention to use stimulant medication for the purpose of improving their academic performance. In addition, we urge researchers to identify other psychological variables that might be related to students’ intention.