Todd M. Wyatt

Assessing social-emotional development in children from a longitudinal perspective.

This paper provides an overview of methodological challenges related to the epidemiological assessment of social-emotional development in children. Because population-based studies involve large cohorts and are usually multicentre in structure, they have cost, participant burden and other specific issues that affect the feasibility of the types of measures that can be administered. Despite these challenges, accurate in-depth assessment of social-emotional functioning is crucial, based on its importance to child outcomes like mental health, academic performance, delinquency and substance abuse. Five dimensions of social-emotional development in children are defined: (1) social competence; (2) attachment; (3) emotional competence; (4) self-perceived competence; and (5) temperament/personality. Their measurement in a longitudinal study and associated challenges are discussed. Means of making valid, reliable assessments while at the same time minimising the multiple challenges posed in the epidemiological assessment of social-emotional development in children are reviewed.

Factor structure of self-regulation in preschoolers: Testing models of a field-based assessment for predicting early school readiness

The importance of early self-regulatory skill has seen increased focus in the applied research literature given the implications of these skills for early school success. A three-factor latent structure of self-regulation consisting of compliance, cool executive control, and hot executive control was tested against alternative models and retained as best fitting. Tests of model equivalence indicated that the model held invariant across Head Start and private child-care samples. Partial invariance was supported for age and gender. In the validity model, because of a substantial amount of shared variance among latent factors, we included a second-order factor explaining the two types of executive control. Higher order executive control positively predicted teacher report of learning behaviors and social competence in the classroom. These findings are discussed in light of their practical and theoretical significance.

Use and correlates of protective drinking behaviors during the transition to college: Analysis of a national sample

OBJECTIVE This study examined patterns and correlates of protective drinking behaviors among incoming first-year college students. METHOD Incoming first-year students (n=76,882) from 258 colleges across the U.S. provided baseline data on demographics, drinking practices, and protective behaviors as part of a web-based alcohol education program. Across the several colleges, responses to protective behavior questions were collected from seven weeks before the start of the school year to five weeks after. RESULTS Factor analysis identified three protective behavior sub-factors: Limit Drinking, Avoid Drinking and Driving, and Intent to Get Drunk. Both Limit Drinking and Avoid Drinking and Driving generally declined over the course of the data collection period while Intent to Get Drunk and peak blood alcohol concentration increased immediately after the start of school. In multiple regression analyses, the number of heavy drinking episodes in the past two weeks had a strong negative association with a Total Protective Behavior Score and the Limit Drinking Score, and a positive association with the Intent to Get Drunk Score. With the exception of the Intent to Get Drunk Score, women were more likely to use protective behaviors than men. Underage drinkers used protective behaviors less often than their of-age peers, though the effect was small. Race/ethnicity, time to matriculation, and intent to join/membership in a fraternity/sorority had negligible effects on protective behavior scores. CONCLUSIONS College students increase risky drinking after the start of school while progressively using fewer behaviors that might mitigate the consequences of drinking.

Fake ID ownership in a US sample of incoming first-year college students

OBJECTIVE One way that underage drinkers procure alcohol is by using a fake ID. This study examined demographic characteristics and alcohol-related problems associated with fake ID ownership among incoming first-year college students. METHOD We examined baseline data collected as part of a web-based alcohol education program that had been completed by a large, cross-sectional sample of incoming college freshmen from across the US. RESULTS Only 7.7% of incoming freshmen reported owning a fake ID. Multiple logistic regression indicated that the odds of owning a fake ID were significantly increased by intent to join or current membership in a fraternity or sorority (OR=2.00; 95% CI=1.64,2.44; p<0.0001), having taken the survey after the start of fall classes (OR=1.27; 95% CI=1.01, 1.59; p=0.04), reporting 1 heavy drinking episode in the past two weeks (OR=1.28; 95% CI=0.97,1.68; p=0.01), reporting 2 or more such episodes (OR=2.78; 95% CI=2.10,3.66; p<0.0001), experiencing external harms related to alcohol use (OR=1.28, 95% CI=1.01,1.61; p=0.01), and drinking and driving (OR=1.34; 95% CI=1.03,1.75; p=0.03). CONCLUSIONS Fake ID ownership was associated with intent to join or current membership in a fraternity/sorority and with reports of heavy drinking episodes, alcohol-related problems, and drinking and driving. Fake ID owners and incoming college students seeking fraternity or sorority membership should be targeted for multiple interventions to reduce alcohol-related harms.

Effects of an Online Alcohol Education Course Among College Freshmen: An Investigation of Potential Mediators

The authors investigated possible mediating effects of psychosocial variables (perceived drinking norms, positive and negative alcohol expectancies, personal approval of alcohol use, protective behavioral strategies) targeted by an online alcohol education course (AlcoholEdu for College) as part of a 30–campus randomized trial with 2,400 first–year students. Previous multilevel analyses have found significant effects of the AlcoholEdu course on the frequency of past-30-day alcohol use and binge drinking during the fall semester, and the most common types of alcohol-related problems. Exposure to the online AlcoholEdu course was inversely related to perceived drinking norms but was not related to any of the other psychosocial variables. Multilevel analyses indicated at least partial mediating effects of perceived drinking norms on behavioral outcomes. Findings of this study suggest that AlcoholEdu for College affects alcohol use and related consequences indirectly through its effect on student perceptions of drinking norms. Further research is needed to better understand why this online course did not appear to affect other targeted psychosocial variables.

Do College Drinkers Learn from Their Mistakes? Effects of Recent Alcohol-Related Consequences on Planned Protective Drinking Strategies among College Freshmen

This study examined whether recent alcohol-related consequences affect intentions to use protective drinking strategies. Responses were collected from incoming college freshmen (N = 84,367) at 279 U.S. colleges and universities. Plans to limit future drinking were significantly lower among students who were male, younger, White, or were in or intending to join a fraternity or sorority. For heavy drinkers, having recently experienced a higher level of external harms predicted increased plans to limit drinking. For all drinkers, a lower level of recent impaired driving predicted increased plans to limit drinking. Limitations and implications are discussed.

Do Incoming First-Year College Students Who Think of Themselves as Adults Drink More Responsibly After Starting College?

First-year college students are at particular risk for problem drinking, especially around the time when they first begin college. The purpose of this study was to examine whether self-perception of adulthood (SPOA) was prospectively associated with drinking behaviors, the use of different types of protective behavioral strategies (PBS), and negative alcohol-related consequences in a large sample of incoming first-year college students. Participants were a national sample of 8,230 entering first-year college students required to complete a web-based alcohol education program that included a baseline survey prior to the start of the fall term and a follow-up survey one month later, after classes had started. Relevant measures included SPOA, drinking behaviors, use of PBS, and negative alcohol-related consequences. Results indicated that SPOA negatively predicted peak blood alcohol concentration (BAC) and number of heavy drinking episodes while positively predicting PBS. Implications for interventions and future research are discussed.