Final Abstract, Bibliography, Link to Paper

Abstract: An examination of the negative effects of college adjustment was done to measure whether or not drinking had a substantial effect on incoming freshman and their adjustment. Students go through what is a considered a “developmental disturbance” and struggle to establish some sense of identity. This affects the social aspect of their college experience and makes them drawn to drinking. I explored the effects of the environment on an individual, as well as the individual’s effect on the environment and discovered that students who drink tend to by psychologically unstable and uncomfortable with their college adjustment. Community college students were included in this examination because they represent a separate, but equally important, population. Motivation was taken into consideration as well, in regards to whether a student is first generational or not. In summation, it was found that privatization takes advantage of the general struggle with college adjustment and accepts underage drinking.

BIBLIOGRAPHY

Andrew, F. W., BaileyShea, C., & McIntosh, S. (2012). Community college student alcohol use: Developing context-specific evidence and prevention approaches. Community College Review, 40(1), 25-45. Retrieved from http://search.proquest.com/docview/1007871979?accountid=13626

 Aspelmeier, Jeffery; Love, Michael; McGill, Lauren; Elliot, Ann; Pierce, Thomas. “Self-Esteem, Locus of Control, College Adjustment, And GPA Among First-And Continuing-Generation Students: A Moderator Model of Generational Status.” Research in High Education 53.7 (n.d.): 755. EBSCO: OmniFile Full Text Mega (H.W. Wilson) (EBSCO EIT) (XML). Web. 27 Nov.2012.

Fisher, Celia B.; Fried, Adam L.; Anushko, Andrea. “Development And Validation of the College Drinking Influences Survey.” Journal of American College Health 56.3 (n.d.): 217. EBSCO: Academic Search Premier (EBSCO EIT) (EIT) (XML), Web. 28. Nov.2012.

Galatzer-Levy, Isaac R.; Burton, Charles L.; Bonanno, George A. “Coping Flexibility, Potentially Traumatic Life Events, And Resilience: A Prospective Study of College Student Adjustment.” Journal of Social & Clinical Psycholohy 31.6 (n.d.): 542. EBSCO: Academic Search Premier (EBSCO EIT) (XML). Web. 5 Dec.2012.
Gladwell, Malcolm. "Annals of Anthropology: Drinking Games." (underlined) (The New Yorker). February 15 & 22, 2010: 70-76.

Hoeppner, Bettina B.; Barnett, Nancy E; Jackson, Kristina M.; Colby, Suzanne M.; Kahler, Christopher W.; Monti, Peter M.; Read, Jennifer; Tevyaw, Tracy; Wood, Mark; Corriveau, Donald; Fingeret, Allan. "Daily College Student Drinking Patterns Across The First Year Of College." Journal Of Studies On Alcohol & Drugs 73.4 (n.d.): 613. EBSCO: Academic Search Premier (EBSCO EIT) (XML). Web. 14 Oct. 2012.

LaBrie, Joseph W.; Ehret, Phillip J.;Hummer, Justin F. “Poor Adjustment to College Life Mediates the Relationship Between Drinking Motives and Alcohol Consequences: A Look at College Adjustment, Drinking Motives, and Drinking Outcomes.” Addictive Behaviors 37.4 (n.d.): 379-386. Thomson Scientific: ISI Web of Knowledge—Web of Science. Web. 4 Nov. 2012.

MORROW,JENNIFER ANN; ACKERMANN, MARGOT E. “Intention To Persist and Retention Of First-Year Students: The Importance Of Motivation And Sense Of Belonging.” College Student Journal 46.3 (n.d.): 483. EBSCO: Academic Search Premier (EBSCO EIT) (XML). Web. 5 Dec. 2012.

Nichols, Thomas (Interview with the Assistant Coordinator of the Livingston Apartment of Rutgers University, experience as an residential assistant, RA, for four years, Graduate Intern)

Osberg, Timothy M.; Billingsley, Katherine; Eggert, Meredith. “From Animal House To Old School: A Multiple Mediation Analysis Of The Association Between College Drinking Movie Exposure And Freshman Drinking And Its Consequence.” Addictive Behaviors 37.8 (n.d.): 922 – 930. Thomson Scientific: ISI Web of Knowledge –Web of Science. Web. 11 Nov. 2012.

Link to Paper: https://docs.google.com/document/d/1CvWkdPEU0ISzpgyQ6H-zQmSoaRiv25qzJHpWkQbos3Y/edit

Interview

I held an interview with the graduate intern of the Livingston Apartments, Thomas Nichols. Thomas and I discussed how prevalent of an issue alcohol use is in residential life. We discussed when underage drinking is found most and discussed the typical procedure involved. Thomas has been a residential assistant for four years and can easily say that "alcohol related issues are important in residential life and these are the largest infractions that we have to handle." What's interesting is also that freshman tend to be more of a problem while transfer students usually stay away from alcohol. Thomas states that "I don't think transfer students have worse problems with alcohol They tend to be older or at least further along in their education and more motivated to simply work on their academics than to go drinking." We also discussed the option to go to CAPS or not and whether students take advantage of this. Overall, Thomas made me realize how much of an issue alcohol use is in residence life and therefore how much students depend on it as a stress reliever.


Thomas Nicholas (Graduate Intern of the Livingston Apartments, Rutgers University)
Interview held on December 10th, 2012
Contact Information: thomnich@eden.rutgers.edu

Visual

With this image, I will show why there is a difference between first generation and the continuiing generation, in terms of motivation towards academics.


First-generation students tend to be more successful with college adjustment. They tend to have more
extra-curriculars and also more support from friends and so, their “internal locus of control” is more positively associated with them.  Though when faced with adversity, first-generation students tend to do worse than the continuing generation, as depicted in Figure 1. In the end, they manage to do just as well as the continuing generation, but it is more of an overall struggle in doing so. In Figure 2, generational status is seen as sensitizing. When conditions are favorable, they are better off than the continuing generation but again, struggle more than the continuing generation when faced with adversity.

 

Literature Review #5

 1.)

 

2.)

Aspelmeier, Jeffery; Love, Michael; McGill, Lauren; Elliot, Ann; Pierce, Thomas. “Self-Esteem, Locus of Control, College Adjustment, And GPA Among First-And Continuing-Generation Students: A Moderator Model of Generational Status.” Research in High Education 53.7 (n.d.): 755. EBSCO: OmniFile Full Text Mega (H.W. Wilson) (EBSCO EIT) (XML). Web. 27 Nov.2012.

3.) This source discussed how students' self-esteem is affected through college adjustment. First generation and continuing generation students differ greatly in how motivated they are with their academics. First-generation students were found to be more successful with college adjustment. But at the same time, they suffer more when they run into obstacles, in comparison to continuing generation students. This source discuses why students have different motives and how support and self-esteem are critical with college adjustment. Generational status was found to affect academic achievement.

4.) "Dr. Jeff Aspelmeier is a member of the Department of Psychology at Radford University. His research focuses on close relationships, adjustment, and cognitive processes. He has been collaborating with Dr. Ann Elliott to study predictors and consequences of childhood sexual abuse among women. Dr. Aspelmeier currently teaches courses in research, social psychology, and the psychology of diversity." 

http://gstudies.asp.radford.edu/conferences/conf07/Speakers.htm

5.)  First-generation status acts as a sensitizing factor. Positive and negative effects of locus control are increased with them more than with continuing students. Overall, they are more affected by college adjustment. Another point that is made is that first generation students have less social support and are less inclined to go "greek." 

6.)   "Further, it was found that for the majority of the interactions with locus of control, first-generation status acted as a sensitizing factor that amplified both the positive and negative effects of locus of control. In contrast, for self-esteem, first generation status acted as a risk factor that only exacerbated the negative effects of low self-esteem"

first generation have self-esteem but are more likely to face hardship and struggle more than continuing generation. i hope to discuss how this affects their desire to drink or not 

"Once in college, first-generation students continue to report different experiences than their peers. For example, first-generation students are more likely to report lower levels of social support (Billson and Terry 1982, r ² = .07; York-Anderson and Bowman 1991, r ² = .06; Terenzini et al. 1996, r ² = .04), feeling less prepared for college (Bui 2002, r ² = .03), being less knowledgeable about college (Bui 2002, r ² = .03), and being more worried about failing compared to their peers (Bui 2002, r ² = .06). First-generation students are also less likely to live on campus (Billson and Terry 1982, r ² = .09; Pascarella et al. 2004, r ² = .04) and less likely to “go Greek” (Pascarella et al. 2003, r ² = .09)." 

 first-generation seem to have more to worry about with college adjustment yet they are less likely to go Greek. I find this interesting and I would like to talk about why I think they may be less motivated to drink and what makes people inclined to drink 

 

* there are two charts showing how generational status acts as a risk factor and also a sensitizing factor. I would like to use these two to emphasize the difference between first generation and continuing generation with college adjustment

7.) I find this source to be particularly interesting because I, myself, am a first generation Italian American. With this source, I think I will be able to make my argument a bit more personal. It's interesting to see how first generation students are less likely to go "Greek" and thus drink. I'd like to think that privatization allows for underage drinking because for continuing students, they need that support and motivation with college adjustment. For first generation students, they are already motivated by this "American Dream." They already have some sort of locus of control and self-esteem and are self-motivated. I hope to use this source to communicate how drinking offers other students who are struggling with college adjustment some sort of support. In addition, first generation students are particularly motivated to attend college because they want to secure their future. This is why they are more willing to accept the high price of tuition. They generally accept this and the same can be said about drinking. It it accepted as well.