College Student Behaviors, Attitudes, and Perceptions of Late-Night, Alcohol-Free Programming.

147 Pages·2016·3.91 MB·English

by  Joshua M. Fegley

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Education Doctoral Ralph C. Wilson, Jr. School of Education
8-2013
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Joshua M. Fegley
St. John Fisher University, [email protected]
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Fegley, Joshua M., "College Student Behaviors, Attitudes, and Perceptions of Late-Night, Alcohol-Free
Programming." (2013). Education Doctoral. Paper 200.
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The purpose of this study was to explore college student behaviors, attitudes, and perceptions pertaining
to late-night, alcohol-free programming. The research questions for this study focused on (a) behaviors
and attitudes of non-drinkers, drinkers, and binge drinkers; (b) perceived behaviors and attitudes of
proximal and distal peer groups; and (c) the relationships between actual and perceived behavioral and
attitudinal norms of proximal and distal peer groups. This quantitative study (n = 332) was completed at a
mid-sized, northeastern college with an established late-night, alcohol-free programming series. Findings
from this study illustrate (a) significant differences in attendance trends for non-drinkers, drinkers, and
binge drinkers; (b) extreme negative attitudes pertaining to these interventions held by binge drinkers; and
(c) a strong relationship between perceived close friend attendance and attitudes and personal
attendance and attitudes. Within the context of previous research, late-night, alcohol-free programming is
presented as an intervention with the potential to shift individual drinking behaviors, reduce direct and
indirect influences to drink, and shift permissive and persistent campus drinking cultures.
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Dissertation
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Doctor of Education (EdD)
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Executive Leadership
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Michael Wischnowski
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Kathleen Dever
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Education
This dissertation is available at Fisher Digital Publications: https://fisherpub.sjf.edu/education_etd/200
College Student Behaviors, Attitudes, and Perceptions of
Late-Night, Alcohol-Free Programming

By

Joshua M. Fegley

Submitted in partial fulfillment
of the requirements for the degree
Ed.D. in Executive Leadership

Supervised by

Dr. Michael Wischnowski

Committee Member
Dr. Kathleen Dever

Ralph C. Wilson, Jr. School of Education
St. John Fisher College

August 2013
i
Copyright
Joshua M. Fegley
2013
ii
Dedication

First and foremost, this dissertation is dedicated to my family. Mom, Danna, and
Jenna, I love you all and thank you for your continued love, support, and laughs. To my
nephews, Cameron and Caden, please read Chapter 1 and make good choices! To my
partner Brian, thank you for giving me the time and support to complete this goal –
you’re next!
Thank you to Libby Caruso, Director of the Hazen Center for Integrated Care, and
Leah Barrett, Assistant Vice President for Student Affairs, at The College at Brockport.
Your contributions to my development are many and are the reason I am where I am
today. Please know you have inspired me to continually work in the best interest of the
health, safety, and success of students.
I would like to express the deepest appreciation to my dissertation committee, Dr.
Michael Wischnowski and Dr. Kathleen Dever. Your approach to research as an
adventure, thoughtful feedback and questioning, and good-natured spirits were much
appreciated during this process. Without your guidance, support, and humor this
dissertation would not have been possible.
Dr. Priya Banerjee from The College at Brockport and Dr. Guillermo Montes
from St. John Fisher College, thank you for sharing your expertise in statistical analysis
and making the process manageable and meaningful. Ms. Betsy Christiansen, you are an
APA and formatting master! Thank you for your help in bringing my dissertation
together, your attention to detail, and your interest in the success of DEXL students.
iii
Dr. Jeannine Dingus-Eason, Dr. Marie Cianca, Dr. Arthur “Sam” Walton, Dr.
Peter Carpino, Dr. Christopher Henry Hinesley, Dr. Erika McBride, and Mr. Clay
Osbourne, thank you for some of the most meaningful course content I have been
exposed to. You each have provided me with new perspectives, enhanced skills, and
amazing resources pertaining to social justice and leadership.
Sean Tracy, Karen Bobak, and Deborah Pearce – thanks for sitting with me for
two years! You have been sources of support, laughs, and wisdom throughout this
process. I could not have asked for a better team! Sean, you will always be the
Mary-Kate to my Ashley.
Finally, there are no words to express my gratitude to the students who have
provided leadership to the Late Night with Ellsworth program at The College at
Brockport. To Kevin Speer, Nick Wagner, Jon Kelly, Meghan Soos, and Jacki Flis – you
helped to grow a model that has been adopted and adapted on many college and
university campuses across the country. Thank you for the long nights and weekends, the
laughs, and the hard work. You should all be beyond proud of how have changed
campus programming and prevention initiatives at The College at Brockport.
iv
Biographical Sketch
Joshua Fegley is currently the Assistant Director of Prevention and Outreach
Services, The Center for Select Respect, The Women’s Center, and Late Night with
Ellsworth at The College at Brockport, State University of New York. Dr. Fegley
attended The College at Brockport, graduating in 2004 with his Bachelor of Science in
Health Science. He completed his Masters of Education in Higher Education
Administration from The University at Buffalo, State University of New York in 2007.
He began his doctoral studies in May of 2011 at St. John Fisher College in the Ed.D.
program in Executive Leadership. Dr. Fegley completed research on student behaviors,
attitudes, and perceptions pertaining to late-night, alcohol-free programming under the
direction of Dr. Michael Wischnowski, committee chair, and Dr. Kathleen Dever,
committee member. In August 2014, Dr. Fegley will begin working as an Assistant
Professor of Health Education at The College at Brockport, State University of New
York.

v
Abstract
The purpose of this study was to explore college student behaviors, attitudes, and
perceptions pertaining to late-night, alcohol-free programming. The research questions
for this study focused on (a) behaviors and attitudes of non-drinkers, drinkers, and binge
drinkers; (b) perceived behaviors and attitudes of proximal and distal peer groups; and (c)
the relationships between actual and perceived behavioral and attitudinal norms of
proximal and distal peer groups. This quantitative study (n = 332) was completed at a
mid-sized, northeastern college with an established late-night, alcohol-free programming
series. Findings from this study illustrate (a) significant differences in attendance trends
for non-drinkers, drinkers, and binge drinkers; (b) extreme negative attitudes pertaining
to these interventions held by binge drinkers; and (c) a strong relationship between
perceived close friend attendance and attitudes and personal attendance and attitudes.
Within the context of previous research, late-night, alcohol-free programming is
presented as an intervention with the potential to shift individual drinking behaviors,
reduce direct and indirect influences to drink, and shift permissive and persistent campus
drinking cultures.
vi
Table of Contents
Dedication .......................................................................................................................... iii
Biographical Sketch ........................................................................................................... iv
Abstract .............................................................................................................................. vi
List of Tables .......................................................................................................................x
List of Figures .................................................................................................................... xi
Chapter 1: Introduction ........................................................................................................1
College Student Drinking as a Complex Social Problem ..............................................1
College Student Drinking Interventions ........................................................................5
Peer Influence and College Student Drinking ...........................................................14
Social Norms Theory and Interventions ......................................................................17
Problem Statement .......................................................................................................20
Problem Questions .......................................................................................................20
Conclusion ...................................................................................................................23
Chapter 2: Literature Review ............................................................................................25
Social Norms and College Student Drinking ...............................................................26
Injunctive Norms and College Student Drinking Behaviors .......................................27
Injunctive Norms, Alcohol-Related Consequences, and Behavioral Protective
Strategies ......................................................................................................................30
Injunctive Norms, Intrapersonal Traits, and College Student Drinking ......................38
Injunctive Norms and Parents ......................................................................................47
vii
Injunctive Norms and College Student Athletes ..........................................................49
Literature Synopsis ......................................................................................................53
Methodology and Research Gaps ................................................................................54
Injunctive Norms and Late-Night Programming as a Prevention Strategy .................56
Chapter 3: Methodology ....................................................................................................58
Research Questions ......................................................................................................58
Research Context .........................................................................................................61
Research Participants and Sampling ............................................................................62
Survey Instruments ......................................................................................................63
Data Collection ............................................................................................................65
Data Analysis ...............................................................................................................65
Summary of Methodology ..........................................................................................67
Chapter 4: Findings and Results ........................................................................................69
Research Questions ......................................................................................................69
Study Sample Descriptive Statistics ............................................................................71
Data Analysis: Personal Behaviors and Attitudes .......................................................73
Data Analysis: Perceived Close Friend Behaviors and Attitudes ................................76
Data Analysis: Perceived Typical Student Behaviors and Attitudes ...........................81
Data Analysis: Relationships between Actual and Perceived Norms ..........................85
Conclusion ...................................................................................................................88
Chapter 5: Discussion ........................................................................................................91
Review of Methodology ..............................................................................................91
Summary of Results .....................................................................................................92
viii