Identifier
etd-05262006-081829
Degree
Doctor of Philosophy (PhD)
Department
Educational Leadership, Research and Counseling
Document Type
Dissertation
Abstract
This study evaluates the presence of a relationship between a student’s level of Intellectual Development, as measured by Moore’s Learning Environment Preferences (LEP) test, and harmful drinking behavior in college students. An online survey instrument was sent to a random sample of 3,000 undergraduate students at a large public research-intensive four-year college in the South via student email accounts. The survey instrument included items about student drinking behavior, perception of peer student drinking behavior, and the Learning Environment Preferences Test. The results showed that there is a statistically significant relationship (inverse) between intellectual development and binge drinking behavior, after controlling for perception of peer binge-drinking behavior, but no relationship between intellectual development and drinking in general. A finding that increasing intellectual development levels may result in reduced negative drinking behavior has implications for curriculum development.
Date
2006
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Recommended Citation
Regira, Linda Marie, "Applying intellectual development theory to college student drinking" (2006). LSU Doctoral Dissertations. 1815.
https://repository.lsu.edu/gradschool_dissertations/1815
Committee Chair
Jerry Willis
DOI
10.31390/gradschool_dissertations.1815