Before the Party Starts: Risk Factors and Reasons for "Pregaming" in College Students

Autor/inn/en	Read, Jennifer P.; Merrill, Jennifer E.; Bytschkow, Katrina
Titel	Before the Party Starts: Risk Factors and Reasons for "Pregaming" in College Students
Quelle	In: Journal of American College Health, 58 (2010) 5, S.461-472 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
Schlagwörter	Drinking; Risk; Psychology; College Students; Interviews; Games; Recreational Activities; Motivation; Etiology; Attribution Theory; Psychological Characteristics; Late Adolescents; Predictor Variables; Incidence + Suchen Sie Ihr Suchwort? Trinken; Risiko; Psychologie; Collegestudent; Interviewing; Interviewtechnik; Game; Spiel; Spiele; Freizeitgestaltung; psychologische; Motivation (psychologisch); Ätiologie; Halbstarker; Prädiktor; Vorkommen
Abstract	Objective: "Pregaming"--drinking alcohol prior to going out--is believed to be common, yet empirical examinations are scarce. In this study, we examined who is at risk for pregaming, consequences resulting from it, and motives behind it. Participants: Participants (N = 159, 52% female) were drinkers, aged 18 to 24, recruited from introductory psychology classes. Methods: In 2005 and 2006, interview measures of drinking and pregaming and self-report demographic, motivational, and reasons for pregaming measures were administered. Results: Two-thirds of students pregamed. Younger age, but not Greek affiliation, was associated with heavier pregaming drinking. We found minimal support for the prediction of pregaming by general drinking motives. Specific reasons for pregaming were identified, including saving money and obtaining alcohol when under 21. Conclusions: Findings highlight the risk associated with pregaming, due to selection effects and to event characteristics. The unique reasons for pregaming must be further understood and addressed in targeted interventions. (Contains 3 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10