문제음주 대학생을 위한 사회인지이론 적용 절주 프로그램의 효과
Effects of a Moderate Drinking Program based on Social Cognitive Theory on College Students with Drinking Problems
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Purpose: The purpose of this study was to investigate the effect of the moderate drinking program based on social cognitive theory on changes in the drinking habits of college students with drinking problems. Methods: This study included a total of 68 college students with drinking problems. These participants participated in 10 sessions of a moderate drinking program in which social cognitive theory was applied. Changes in the cognition and behaviors of the participants were then investigated. Results: The moderate drinking program based on social cognitive theory for college students with drinking problems was effective in increasing the subjects' drinking-related knowledge (U=191.50, p<.001), enhancing their drinking refusal self-efficacy(t=8.02, p<.001), and changing their drinking-related attitudes (U=108.50, p<.001), drinking outcome expectancy (t=8.68, p<.001), amount of drinking in a single session (x2=25.72, p<.001), number of drinking sessions per month (x2=10.05, p=.006), and problem drinking behaviors (t=5.77, p<.001). Conclusion: These results can be used to inform a regular on-campus intervention programs for moderate drinking, and to implement education about moderate drinking, thereby increasing the success rate of drinking reduction.
Abstract
Purpose: The purpose of this study was to investigate the effect of the moderate drinking program based on social cognitive theory on changes in the drinking habits of college students with drinking problems. Methods: This study included a total of 68 college students with drinking problems. These participants participated in 10 sessions of a moderate drinking program in which social cognitive theory was applied. Changes in the cognition and behaviors of the participants were then investigated. Results: The moderate drinking program based on social cognitive theory for college students with drinking problems was effective in increasing the subjects' drinking-related knowledge (U=191.50, p<.001), enhancing their drinking refusal self-efficacy(t=8.02, p<.001), and changing their drinking-related attitudes (U=108.50, p<.001), drinking outcome expectancy (t=8.68, p<.001), amount of drinking in a single session (x2=25.72, p<.001), number of drinking sessions per month (x2=10.05, p=.006), and problem drinking behaviors (t=5.77, p<.001). Conclusion: These results can be used to inform a regular on-campus intervention programs for moderate drinking, and to implement education about moderate drinking, thereby increasing the success rate of drinking reduction.
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