Evaluating effects of feedback on college students' self‐reports of alcohol consumption and standard drink free‐pours

Abstract

Excessive alcohol consumption is a concern on college campuses, yet most data are gathered from self‐report surveys, which require college students to identify standard drink sizes. Unfortunately, they typically cannot define or pour standard drinks, rendering the reliability and validity of these data questionable. Researchers have suggested the provision of feedback to college students might improve these skills. However, evidence for this is limited by lack of repeated measures, little evaluation of the effects of feedback on observable behavior (e.g., free‐pour), and aggregate data. The current study used a single‐case design with repeated measures to examine the effects of feedback on individual college students' self‐reports and free‐pours. Mean values overestimated the accuracy of definitions and free‐pours prior to feedback, a finding that has implications for interpreting alcohol research. Feedback improved free‐pour accuracy of standard servings of 5% ABV beer (12 oz), although generalization to higher ABV beer did not occur.