Goal Setting and Feedback in the Reduction of Heavy Drinking in Female College Students

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Lisa Curtin Ph.D., Professor and Clinical M.A Program Director (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/

Abstract: The present study examines self-regulation variables (goals, feedback, goal commitment, efficacy, discrepancy) within the context of a brief intervention designed to decrease heavy drinking amongst college females. Participants (N = 76) were randomly assigned to one of six between subjects conditions created by crossing goal conditions (no goal, proximal goal, distal goal) with feedback conditions (feedback, no feedback), and were assessed across time on drinking behavior and self-regulation variables. Neither goal setting, feedback, nor the combination of goal setting and feedback were superior to assessment and information in the reduction of heavy drinking. The interaction of efficacy, commitment and discrepancy failed to add to the prediction of future drinking beyond that accounted for by current drinking behavior and the main effects of self-regulation variables in hierarchical regression analyses. Correlational analyses revealed a negative relationship between efficacy and commitment and future drinking behavior. Results are discussed in relation to theory, the college student environment, and the potential limited efficacy of individual level interventions within this environment.

Additional Information

Curtin, L., Stephens, R.S., & Bonenberger, J. (2001). Goal setting and feedback in the reduction of heavy drinking in female college students. Journal of College Student Psychotherapy, 15:3 pp. 17-37. Haworth Press (now Taylor & Francis) http://www.informaworld.com (ISSN: 8756-8225) Accepted 08/03/2000. DOI: 10.1300/J035v15n03_03
Language: English
Date: 2000
brief intervention, feedback, goal setting, self-regulation

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