Date of Award

2024-05-01

Degree Name

Master of Arts

Department

Clinical Psychology

Advisor(s)

Theodore V. Cooper

Abstract

Alcohol use among college students is a public health concern, with rates increasing in recent years. Several constructs have been studied in past research to assess alcohol use, alcohol consequences, and motives to drinking. However, to the authorâ??s knowledge, no study has assessed risk and protective factors that may influence the relationship between alcohol expectancies and Adverse Childhood Experiences (ACEs) among Latina college students living on the U.S/Mexico border. The present study assessed the relationship between ACEs and positive and negative alcohol expectancies, as well as the impact of risk and protective moderating factors on the relationship. Latina college students (N=341) were recruited from a Hispanic Serving Institution and completed an online survey which included: demographics, the Center for Youth Wellness Adverse Childhood Experience Questionnaire (CYW ACE-Q) Teen Self-Report, the Comprehensive Effects of Alcohol (CEOA) measure, the Children of Alcoholics Screening Test (CAST), the Depression, Anxiety, Stress Scale â?? 21 (DASS), The Family Health Scale -Long Form (FHS-LF), and the Brief-Resilience Scale (BRS). Descriptive analyses were conducted to yield participant characteristics. Hierarchal linear regressions were used to test for main and interactive effects. Results indicated a positive association between positive alcohol expectancies ( = .049, p <.001) and negative alcohol expectancies ( = .049, p <.001) with adverse childhood experiences. However, no moderators influenced the relationship between ACEs and positive and negative alcohol expectancies. Results of this study will inform alcohol prevention programs to target Latina college students, particularly those who have experienced childhood trauma.

Language

en

Provenance

Received from ProQuest

File Size

98 p.

File Format

application/pdf

Rights Holder

Andrea Rodriguez Crespo

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Included in

Psychology Commons

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