ERIC Number: ED373382
Record Type: Non-Journal
Publication Date: 1994-Jul
Reference Count: N/A
Interpersonal Influence and Alcohol-Related Interventions in the College Environment.
Thomas, Richard W.; Seibold, David R.
A study examined the interpersonal influence strategies reported by college students in two alcohol-related situations--a drunk driving intervention situation and a non-driving alcohol abuse situation. Subjects, 489 undergraduate students attending a large midwestern university, a large central midwestern university, or a mid-sized upper midwestern university, completed a 5-part questionnaire. Results indicated that: (1) students employed a variety of influence tactics when attempting to intervene in alcohol-related situations; (2) these influence strategies varied in their degree of assertiveness; and (3) students' employed multiple influence attempts in order to achieve their goal. Analyses also provided support for two hypotheses: college students reported using positively valenced strategies far more frequently than negatively valenced strategies, especially in initial intervention attempts; and negatively valenced strategies were more successful in gaining compliance from the target than were positively valenced strategies. Examination of situational and individual difference factors affecting strategy usage revealed that gender of both the influence agent and the influence target significantly impacted strategy usage, especially in initial intervention attempts, and that the goal of the influence attempt rather than the situation in which the intervention occurred contributed more to influencers' use of strategies across intervention attempts. Findings suggest that college students are faced with decisions to intervene in alcohol-related situations quite frequently, that they choose to help their drinking peers in many instances, and that persistence in the influence process is important. (Contains 113 references and 13 tables of data.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A