Perceived problem-solving skills and drinking patterns among college students

Area of Science:

• Psychology
• Behavioral Science

Background:

• Cognitive social-learning theory identifies a failure to generate alternative behaviors to drinking as a key predictor of alcohol abuse relapse.
• Alcohol use can be viewed as a continuous variable, suggesting a potential relationship between problem-solving skills and drinking patterns.

Purpose of the Study:

• To examine the relationship between individuals' perceived problem-solving skills and their patterns of alcohol use.
• To test the hypothesis that poorer perceived problem-solving skills are associated with maladaptive alcohol consumption in response to problem situations.

Main Methods:

• 192 undergraduate students completed questionnaires on alcohol use frequency, quantity, and drinking triggers.
• Perceived problem-solving skills were measured using the Problem-solving Inventory.
• Drinking patterns were analyzed using factor analysis and canonical correlation analysis.

Main Results:

• Students reporting lower confidence in their problem-solving abilities demonstrated greater use of alcohol to cope with negative emotions.
• Lower perceived problem-solving skills were linked to increased alcohol consumption as a means of escaping responsibilities.
• No significant relationship was found between the total amount of alcohol consumed and problem-solving skills.

Conclusions:

• Perceived problem-solving deficits are associated with specific maladaptive alcohol use patterns, particularly for emotional coping and responsibility avoidance.
• Interventions aimed at improving problem-solving skills may be beneficial in reducing maladaptive alcohol use among individuals struggling with coping mechanisms.