Majority Of College Students Research Articles

Relationship between sleep quality, using social media platforms, and academic performance among university students.

Explore the quality of sleep and investigate the relationship between sleep quality, using social media platforms, and academic performance among university students. A cross-sectional correlation design was used, 412 students completed an electronic questionnaire. The majority of university students suffer from poor quality of sleep. The most frequently used social media platforms were WhatsApp, Snapchat, and YouTube. The strongest predictor of having very poor sleep quality was addiction on twitter. An educational program about the importance of adequate sleep should be supporteduniversity students.

Knowledge and Attitudes of Young People toward Mental Illness: A Cross Sectional Study

ABSTRACT The aim of the study was to investigate young Jordanians’ knowledge and attitudes toward people who have a mental illness. A cross sectional design was utilized. A convenient sample of 858 participants aged between 15–24 years old completed a survey. Participants under 19 years were accessed through their schools and those 19 years and above were accessed through universities. Results showed that although the majority of university and school students’ responses were generally consistent, they disagreed on 11 items on the survey; for example, 186 (39.3%) of university students agreed that mental illness has a biological origin compared with only 119 (30%) of school students. The majority of young people 737 (85.9%) were willing to learn and 792 (92.3%) felt that they have to help people with mental illness, which make them willing to learn. In conclusion, the findings provide insights for decision makers and researchers in Jordan about young peoples’ knowledge and attitudes toward mental illness. Increasing young adults’ literacy through introducing educational programs such as mental health first aid courses will enrich their knowledge; help change attitudes and reduce stigma toward people living with mental illness.

A Cross-sectional Study on Quality of Sleep Among College Students in Omar Al-Mukhtar University, El-beida, Libya

The main aims of this current study were to assess the quality of sleep and to find the association between socio-demographic proforma and quality of sleep among college students. The non-experimental cross-sectional study design was adopted. The study included 100 college students studying in two medical colleges in Omar Al-Mukhtar University, El-beida, Libya. The samples were selected by the stratified sampling technique. The data was collected using socio-demographic proforma and the quality of sleep scale prepared by the investigators. The study findings showed that 3% of college students had an excellent sleep, 23% had a good sleep, 73% had fairly bad sleep, and 1% had very poor sleep. There was an association between the number of siblings and the quality of sleep. Based on the study results, it is concluded that the majority of college students had fairly bad sleep, and there is no significant association between socio-demographic proforma and quality of sleep except the number of siblings. The study helped in identifying the quality of sleep among college students. The study may help future investigators to adopt different methods to shape the truth.

A Cross-sectional Study on Quality of Sleep Among College Students in Omar Al-Mukhtar University, El-beida, Libya

Objectives: The main aims of this current study were to assess the quality of sleep and to find the association between socio-demographic proforma and quality of sleep among college students. Methods: The non-experimental cross-sectional study design was adopted. The study included 100 college students studying in two medical colleges in Omar Al-Mukhtar University, El-beida, Libya. The samples were selected by the stratified sampling technique. The data was collected using socio-demographic proforma and the quality of sleep scale prepared by the investigators. Results: The study findings showed that 3% of college students had excellent sleep, 23% had good sleep, 73% had fairly bad sleep, and 1% had very poor sleep. There was an association between the number of siblings and the quality of sleep. Conclusion: Based on the study results, it is concluded that the majority of college students had fairly bad sleep, and there is no significant association between socio-demographic proforma and quality of sleep except the number of siblings. The study helped in identifying the quality of sleep among college students. The study may help future investigators to adapt different methods to shape the truth.

SECONDARY SCHOOL AND UNIVERSITY STUDENTS’ INTEREST IN SCIENCE SUBJECTS IN CONNECTION TO THE CHOICE OF PROFESSION

One of the most important factors influencing the welfare of the society is the development of science and technology, which in turn depends on scientists and students' science literacy. The aim of the study was to investigate the interest of high school and university students in science subjects, their views on factors that raise interest in subjects and play a determining role in the choice of profession. The questionnaire of Riga secondary school and university students about their interest in science subjects in connection to the choice of their profession was carried out. The results of the survey showed that the majority of university students are interested, or they have moderate interest about science subjects. Doctors’ assistant speciality students are more interested in science subjects in comparison with pedagogical specialities students. High school students’ interest in science subjects differs to a greater extent in comparison with university students. High school students consider the opportunity to make a career and earn good money as the most important factor in choosing a profession, pedagogical specialties students - a willingness to work in the chosen profession and an opportunity to find a job in the chosen profession, but doctors’ assistant speciality students - an opportunity to work for the community and to help people.

University students' behaviours towards accessing sexual health information and treatment.

Globally, it is widely recognised that young people (those under the age of 25 years) are at a higher risk of developing sexually transmitted infections (STIs). The majority of university students studying in the UK fall within this age bracket, and to help prevent such high incidence of STIs in this age group, it is essential that advice and treatment, if required, are obtained from reliable sources. This study sought to explore sources of sexual heath advice and treatment for students at Welsh universities (n = 3007). The main sources of advice were identified as the internet (49.1%) and GP/family doctors (38.9%), whilst local sexual health clinics (24.9%) and GP/family doctor services (20.2%) were the main sources for treatment in students. Males were more likely than females to report never needing advice (AOR 2.74; CI = 2.24-3.35) or requiring treatment (AOR 1.37; CI = 1.17-1.60). The apparent lack of engagement with these services by male students is a cause for concern, although one possible solution could be to further develop online methods to increase uptake of testing. Furthermore, the popularity of the internet for advice provides a timely reminder that regulation of online sexual health information is critical.

A Descriptive Study to Assess the Effects of Social Networking Sites on the Academic Performance of Students in Selected Colleges of Gandhinagar, Gujarat

A descriptive study on the effects of social networking sites on the academic performance of selected collegestudents of Gandhinagar, Gujarat. The ‘General System Model’ adopted from Ludwig Von Bertalanaffywasused as the conceptual frame work. A quantitative approach with descriptive survey design was used toachieve the objectives ofthe study.The samples consisted of 120 students ofselected colleges of Gandhinagar.The convenient sampling technique was used to collect the sample. A structured questionnaire was used toassess the knowledge regarding effects of social networking sites among college students. The study showsthat the majority were in the age group of 18-20 years. Maximum numbers of college students were females.The study showed that the majority of college students had good effects of social networking sites that is93%. Their parents were aware about their SNS use. There was no significant association between effects ofsocial networking sites and selected variables that is age and gender

Smartphone Use of University Students: Patterns, Purposes, and Situations

In order to integrate smartphones into educational settings effectively, there is need to describe routine use of smartphones by university students in detail. This study aimed to describe smartphone use of university students in a developing country, focusing on the purpose, the patterns and the situations of smartphone use. The participants of this study were 842 university students studying in 101 different universities. A cross-sectional survey method was employed in the study. Regarding use patterns, majority of university students have been using their smartphones for about 3 years, mostly at nights and/or in the evenings, and approximately 5 hours a day. Also, they connect to the Internet about 4 hours via their smartphones a day, and check their smartphones about 32 times a day. The results indicated that the most frequent smartphone use purpose is texting and talking with someone, followed by checking social media and doing Internet search while the less frequent purpose is shopping. Smartphones are mostly used by university students to spend free time when bored, alone, and/or waiting for someone. Educational implications and recommendations are provided.

A Short-Term Longitudinal Investigation of Hookups and Holistic Outcomes Among College Students.

Majority of college students hook up at least once during their time in school. The literature on casual sex encounters among college students is growing, though most studies are cross-sectional and individual studies focus on few outcomes at a time, leaving piecemeal and mixed results. The current longitudinal study clarifies prior work by analyzing how post-event process (PEP), an understudied construct within the hookup literature, and emotional (i.e., positive or negative) hookup reactions interact to predict a breadth of outcomes, representing holistic student well-being. The inclusion of PEP reframes the current literature to consider PEP as a predictor variable of hookup outcomes, as moderated by emotional hookup reactions. This is consistent with literature indicating emotional experiences affect PEP across a variety of incidents. Participants (N = 377, 87.6% female) completed self-report measures at 2-month intervals. We tested relationships between the main and interaction effects of PEP and emotional hookup reactions as a moderation regression analyses on anxiety, academic engagement, religious coping, and psychological flourishing. The main effect of PEP predicted more anxiety and less negative religious coping, negative hookup reactions predicted more anxiety, and positive hookup reactions predicted more flourishing. Regarding interaction effects, high levels of positive hookup reactions and PEP were associated with less anxiety, less academic engagement, more negative religious coping, and less psychological flourishing; high levels of negative hookup reactions and PEP were associated with less anxiety and more negative religious coping and were unrelated to academic engagement or flourishing over two months.

Effects of the 10-year siege coupled with repeated wars on the psychological health and quality of life of university students in the Gaza Strip: a descriptive study

BackgroundResidents of the Gaza Strip live under severe and chronic conditions of strict siege. Many studies have reported that the residents experience physical and psychological insecurity, and that this is linked to frequent military attacks, lack of jobs, failing economic situations, and lack of hope for a better life. This study aimed to investigate the effects of such factors on the well-being of young people aged 18–24 years old. MethodsA descriptive study was carried out in October, 2017, using semi-structured interviews on a convenience and purposive sample of 600 male and female university students from the four main Palestinian universities in the Gaza Strip. Our research tools were the WHO Five Well-being Index (WHO-5), the Symptom-Checklist-27 (SCL-27), and the Gaza Stressful Situations Checklist. Ethics approval was obtained from the Helsinki Committee at the Ministry of Health. Informed verbal consents were obtained from participants prior to data collection. FindingsOf 600 students interviewed, 71·5% (429) completed all questions and were included in our analysis. The majority of our sample (90·2%; 540) were single and 54·0% (324) were female. In response to our questions, 83·0% (498) agreed with the statement that they had been negatively affected by the lack of electricity, and 67·0% felt that they were living in a big prison and are unable to travel for study abroad. In addition, 30·0% of participants (180) rated their quality of life as poor or very poor. More than 65·0% of students (390) did not have sufficient money to sustain their daily expenses, and 87·2% (522) had limited opportunities to enjoy leisure activities or daily life. Two-thirds of participants (450) felt sad, and 60·0% (360) felt hopeless about their future. Furthermore, based on a five-point Likert scale (never, seldom, sometimes, often, almost always), more than a third of our sample (35%; 210) reported that they had experienced suicidal thoughts sometimes or often. InterpretationThe majority of university students in Gaza feel imprisoned, unhappy, unsatisfied with their lives, hopeless, and powerless. This disturbing picture should alert political leaders, decision makers, and mental health specialists to study these phenomena more intensively. If these issues are not urgently addressed and resolved, they might lead to more serious mental and psychosocial consequences in the future that can negatively affect the national fabric in Gaza. FundingNone.

Gender Differences in Any-Source Caffeine and Energy Drink Use and Associated Adverse Health Behaviors.

Background: The majority of college students report caffeine use with many using caffeine daily. Energy drink (ED) use, in particular, is common among college students, and numerous studies link these heavily caffeinated drinks to a variety of adverse consequences including substance use and risky behaviors. However, little is known about correlations between any-source caffeine use and other substance use and problems. The purpose of this study was to evaluate patterns of caffeine use and examine the relationships between caffeine, in general, and EDs specifically, and adverse health behaviors in college students. Methods: We used data from a longitudinal study of alcohol use and health-related outcomes to assess caffeine, alcohol, nonprescription drug, and tobacco use and symptoms of alcohol dependence in 1958 freshmen from a mid-Atlantic university during Fall 2012. We compared adverse health behaviors between caffeine users and nonusers and ED users and nonusers. Data were evaluated separately in men and women. Results: While women reported significantly more caffeine use than men, men reported more ED use. EDs, regardless of frequency of use, were associated with all adverse health behaviors, but only in female students. Similarly, daily any-source caffeine use was significantly associated with alcohol, nonprescription drug, and tobacco use in female students, but in men, the association was less robust. Conclusions: This research shows that caffeine use is prevalent among college students, and, in female students, is associated with alcohol, nonprescription drug, and tobacco use and alcohol dependence symptoms. Interventions aimed at promoting healthy behaviors may be especially useful in this population.

Educational advantage and employability of UK university graduates

Purpose In the UK, the majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore whether educational advantage, measured by the “Participation of Local Areas” (POLAR) classification, correlated with rates of graduate destinations for joint and single honours graduates. This study focused particularly on Russell Group and Post-92 Universities. Design/methodology/approach The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey, and combined this with data from the POLAR4 quintiles, which aggregate geographical regions across the UK based on the proportion of its young people that participate in higher education. The data were analysed to establish whether there was a difference in the highly skilled graduate employability of the joint honours students, focusing particularly on Russell Group and Post-92 Universities, in order to build on previous published work. Findings Single honours and joint honours graduates from higher participation POLAR4 quintiles were more likely to be in a highly skilled destination. However at both the Russell Group and the Post-92 universities, respectively, there was no trend towards a smaller highly skilled destinations gap between the honours types for the higher quintiles. For the highest POLAR4 quintile, the proportion of joint honours graduates was substantially higher at the Russell Group than at Post-92 universities. Furthermore, in any quintile, there were proportionately more joint honours graduates from the Russell Group, compared with single honours graduates, and increasingly so the higher the quintile. Research limitations/implications This study focused on joint honours degrees in the UK where the two or three principal subjects fall into different Joint Academic Coding System (JACS) subject areas, i.e. the two or three subjects are necessarily diverse rather than academically cognate. This excluded the class of joint honours degrees where the principal subjects lie within the same JACS subject area, i.e. they may be closer academically, although still taught by different academic teams. However, the overall proportion of joint honours graduates identified using the classification was in line with the UCAS (2017) data on national rates of combined studies acceptances. Practical implications All Russell Group graduates, irrespective of their POLAR4 quintile, were far more likely to be in a highly skilled destination than single or joint honours graduates of Post-92 universities. Even the lowest quintile graduates of the Russell Group had greater rates of highly skilled destination than the highest quintile from Post-92 universities, for both single and joint honours graduates. This demonstrated the positive impact that graduating from the Russell Group confers on both single and joint honours graduates. Social implications This study could not explain the much smaller gap in the highly skilled destinations between single honours and joint honours graduates found in the Russell Group, compared with the Post-92. Why do a higher proportion of joint honours graduates hail form the upper POLAR4 quintiles, the Russell Group joint honours graduates were more disproportionately from the upper POLAR4 quintiles and the joint honours upper POLAR4 quintiles represented such a larger proportion of the Russell Group overall undergraduate population? Other student characteristics such as tariff on entry, subjects studied, gender, age and ethnicity might all contribute to this finding. Originality/value This study demonstrated that, averaged across all universities in the UK, there was a trend for both single honours and joint honours graduates from higher participation POLAR4 quintiles to be more likely to be in a highly skilled destination, i.e. the more educationally advantaged, were more likely to be in a highly skilled destination, as a proportion of the total from each honours type. This accorded with HESA (2018b) data, but expanded those findings to include direct consideration of joint honours graduates.

Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance

In 1982, the “one-child policy” was implemented by China’s Constitution, which led to the majority of post-1990s college students in China being the only child in their family. Unique characteristics have been demonstrated in psychological development of post-1990s Chinese college students due to the lack of sibling companionship, and the relationship between their psychological state and academic performance can affect their future academic sustainability. This paper used Beijing College Students Panel Survey (BCSPS) data to study the role of negative emotions, achievement goals, and academic self-efficacy on academic performance and gives a panoramic description of the China’s post-1990s college students’ psychological states based on the four-year data of more than 2000 college students who enrolled in 2008. We then used regression analysis and a two-way fixed effect model to study the effects of the psychological state on academic performance. The research conclusions of the study are as follows: (1) The levels of negative emotions, achievement goals, and academic self-efficacy vary according to the grade and gender of college students; (2) among all negative emotions discussed, only anxiety presents a significant predictive effect on academic performance, while the effect of stress and depression is not significant; (3) the presence of level of mastery–approach goals is higher than the other three achievement goals, and college students’ academic self-efficacy keeps decreasing from freshman to junior year; (4) performance–approach goals and academic self-efficacy are identified as having a significant promoting effect on academic performance; (5) mastery–avoidance goals and performance–avoidance goals are proven to have a negative effect on academic performance. This paper discusses the contribution of the psychological sustainability and sustainable development to college students’ academic performance from a primary intervention perspective. We believe that it is feasible to improve academic achievement by improving noncognitive factors, such as mental state, to achieve academic sustainability.

Role of a good college in garnishing the personality of a student

Colleges and Universities play an important role for the development of students, as being sensitive, articulate, and knowledgeable communicators. During college years, students confront new ideas and experiences that may challenge what they already know and believe. One of the most dynamic periods of psychological growth occurs during the college years. This paper discusses the psychological, moral and social development of traditional-aged college students i.e. those between the ages of 18 and 24. The focus is on “normal” development during these years. Normal means the average behavioral changes in the age the majority of college students’ experience. Each person moves through development at his or her own pace. Maturation is influenced by individual differences that may change with the process of development. Social, biological, and environmental factors all play roles in the pace at which one matures. This paper focuses on psychosocial, moral and social development of students during college years and explores that how college and its environment impact on these development processes of the students. Further it also suggests the ways to promote student development in college.

Online Astronomy for Formal and Informal Learners

An increasing amount of formal and informal education is being delivered online. A majority of college students in the U.S. are now taking one or more courses online or flipped (video lectures online, hands-on activities or labs in the classroom). Meanwhile, massive open online classes, or MOOCs, are transforming the landscape of informal science learning. In contrast to university classes, MOOCs have low completion rates and involve “free choice” learners who are typically adults with jobs, rather than full time students. Based on several years of experience of teaching astronomy online, lessons have been learned on how to engage students in the asynchronous and “disembodied” environment. For non-science students taking an introductory astronomy course, flipped models optimize interactions by putting the lectures online and allowing classroom time to be used entirely for labs, discussion, and small group activities. Research has shown that normalized learning gains are greatest in such learner-centered classes. We have enrolled over 110,000 learners from 150 countries in two astronomy MOOCs: a Udemy course called “Astronomy: State of the Art” and a Coursera offering called “Astronomy: Exploring Time and Space.” The core content is a set of video lectures, augmented by quizzes, activities, and peer writing assignments. We have a large amount of research data on learner demographics and motivations, and on the types of engagement that correlate with completing the courses. In a peer writing assignment, the learners comment on recent discoveries in astronomy. A rubric and a model answer are provided, and each person grades writing of three other learners. Learners who complete either the first activity or the first peer writing assignment are highly engaged in online discussions and social media, completing the course at a rate ten times higher than average.

Promoting Critical Thinking Skills in EFL University Students in Benin

Critical thinking skills represent an important component in a successful and rewarding study at the university level for it can benefit students’ academic life. This paper aims at exploring how critical thinking (CT) can be applied to EFL teaching/learning context at the university level in Benin, in order to develop a deeper and more holistic approach that can enrich students’ learning experience. The type of instructional strategies and assessment techniques that can be used to play down the influence of lectures and rote learning, and actively engage students in a learning process that provides them with intellectual challenges were dealt with. The study is exploratory and qualitative and quantitative in nature. University instructors and students were purposively selected as respondents in this research. Data were collected for analysis. Three sources of data: interview, exam papers and questionnaires were examined with the aid of a statistical tool called SPSS (Statistical Package for Social science). The findings revealed that several barriers impede critical thinking instruction and assessment use in Benin: lack of training and information, preconceptions, time constraints, lack of appropriate materials, large size classes, inconsistent current assessment methods, lack of motivation and unstimulating linguistic environment, etc. But, even with these hurdles, the majority of university lecturers and students as well are of the views that critical thinking skills have to be promoted in Benin universities if the battle for development is to be won. As a result, the effort is worth the reward. University EFL students in Benin need to be empowered because critical thinking skills offer the potential of effective learning that can make them professional users of information rather than passive receivers.

Sleepless in school: The role of social determinants of sleep health among college students

Sleep health is a public health concern and has been linked to an increased risk of number of deleterious health outcomes. Poor sleep health has been documented among college student populations; however, few studies have examined the social determinants of deficient sleep. The present study aims to address this gap, with emphasis on food insecurity, psychological distress, everyday discrimination, and academic performance. Participants (n = 282) completed self-report measures online assessing the variables of interest for the present study. Results revealed that the majority of college students in our sample reported feeling tired, fatigue, or daytime sleepiness and sleeping less than eight hours per night during the school week. Poor sleep health was significantly associated with being food insecurity, serious psychological distress, and poorer self-rated mental and physical health. Results have important implications for the development of targeted evidence-based interventions to improve sleep health among college populations.

Increasing intentions to use mental health services among university students. Results of a pilot randomized controlled trial within the World Health Organization's World Mental Health International College Student Initiative.

The majority of university students with mental health problems are untreated. Only a small empirical literature exists on strategies to increase mental health service use. To investigate the effects and moderators of a brief acceptance-facilitating intervention on intention to use mental health services among university students. Within the German site of the World Health Organization's World Mental Health International College Student (WMH-ICS) initiative, 1,374 university students were randomized to an intervention condition (IC; n=664) or a control condition (CC; n=710) that was implemented in the survey itself. Both conditions received the questions assessing mental disorders and suicidality that were included in other WMH-ICS surveys. The IC group then additionally received: Internet-based personalized feedback based on subject symptom severity in the domains of depression, anxiety, substance use, suicidal thoughts and behaviors, and nonsuicidal self-injury; psychoeducation tailored to the personal symptom profile; and information about available university and community mental health services. The primary outcome was reported intention to use psychological interventions in the next semester, which was the last question in the survey. A broad range of potential moderating factors was explored. There was a significant main effect of the intervention with students randomized to IC, reporting significantly higher intentions to seek help in the next semester than students in the CC condition (d=0.12, 95% CI: 0.02 to 0.23). Moderator analyses indicated that the intervention was more effective among students that fulfilled the criteria for lifetime (d=0.34; 95% CI: -0.08 to 0.7) and 12-month panic-disorder (d=0.32; 95% CI: -0.10 to 0.74) compared with those without lifetime (d=0.11; 95% CI: 0.00 to 0.22) or 12-month panic disorder (d=0.11; 95% CI: 0.00 to 0.22), students with lower (d=0.37; 95% CI: -0.77 to 1.51) than higher (d=-0.01; 95% CI: -0.36 to 0.34) self-reported physical health, and students with nonheterosexual (d=0.38; 95% CI: 0.08 to 0.67) compared with heterosexual (d=0.06; 95% CI: -0.06 to 0.17) sexual orientation. The intervention had no effects among students who reported that they recognized that they had an emotional problem and "are already working actively to change it" (Stage 4 "stages of change"). A simple acceptance-facilitating intervention can increase intention to use mental health services, although effects, are on average, small. Future studies should investigate more personalized approaches with interventions tailored to barriers and clinical characteristics of students. In order to optimize intervention effects, the development and evaluation should be realized in designs that are powered to allow incremental value of different intervention components and tailoring strategies to be evaluated, such as in multiphase optimization designs.

The role of family structure and parenting in first year university adjustment

The first year of university creates new experiences and challenges for first years and lays the foundation for the subsequent years of study. This first year has implications for academic development, mental health, and well-being of students and subsequently student retention. The majority of South African university students stay within their familial home unlike their international counterparts. The family may therefore play a contributory role in adjustment to university but this role is somewhat unclear. The current study therefore aimed to establish the associations between university adjustments of first year students, family structure, and parenting. The study employed a cross-sectional design, with a sample of 556 first year undergraduate students at a South African university. The data were collected using an electronic self-administered questionnaire on a secure online platform using the Perceived Parental Autonomy Support Scale and the College Adaptation Questionnaire. Data analysis included hierarchical regression analyses and one-way analyses of variance to determine and compare the relationships between the variables. The results suggest that students from two-parent families were more adjusted than those from one-parent families. Autonomy-supportive parenting predicted positive university adjustment for the total sample, but only maternal autonomy-supportive parenting predicted good adjustment for students in two-parent families. This study highlights the potential role parents and families may play in the adjustment of first year students to university. This is particularly relevant in South Africa where many students are first-generation students, are challenged in transitioning to university, and this may have subsequent mental health–related challenges.

Key personality traits and alcohol use disorder symptoms in first and second year college students: detangling antecedent from consequence

BackgroundStudies have consistently shown that low constraint and high negative emotionality are associated with higher levels of alcohol use and greater alcohol related problems. Less research has examined associations between these traits and alcohol use disorder (AUD) from the first to second year of college, when alcohol use increases rapidly, or has evaluated gender differences in these associations. MethodsThe longitudinal College Experiences Study (N = 209, 60% female, 90% white) was used to detangle antecedent vs. consequence between constraint, negative emotionality, and AUD symptoms using multiple methods (cross-lagged panel analysis, latent difference score approach). ResultsProviding evidence for a scar/complication model, greater AUD symptoms in the first year of college was predictive of rank-order and correlated decreases in constraint in the second year, but only for males. Surprisingly, negative emotionality was not associated with AUD symptoms for either gender. Qualitative analyses show that the vast majority of those that met an AUD diagnosis (90%+) did not consider their drinking to be problematic. ConclusionGiven the vast majority of college students with AUD do not perceive their drinking to be problematic, results support the potential of using personality-based risk prevention/intervention programs to target at-risk individuals for problematic drinking, rather than targeting problematic drinking alone.