Type of Document	Dissertation
Author	Regira, Linda Marie
URN	etd-05262006-081829
Title	Applying Intellectual Development Theory to College Student Drinking
Degree	Doctor of Philosophy (Ph.D.)
Department	Educational Leadership, Research & Counseling
Advisory Committee	Advisor Name Title Jerry Willis Committee Chair Eugene Kennedy Committee Member Roland W. Mitchell Committee Member Spencer J. Maxcy Committee Member George Noell Dean's Representative
Keywords	learning environment preferences student development theory social norms theory Perry scheme binge drinking intellectual development college student drinking
Date of Defense	2006-03-30
Availability	unrestricted
Abstract This study evaluates the presence of a relationship between a student’s level of Intellectual Development, as measured by Moore’s Learning Environment Preferences (LEP) test, and harmful drinking behavior in college students. An online survey instrument was sent to a random sample of 3,000 undergraduate students at a large public research-intensive four-year college in the South via student email accounts. The survey instrument included items about student drinking behavior, perception of peer student drinking behavior, and the Learning Environment Preferences Test. The results showed that there is a statistically significant relationship (inverse) between intellectual development and binge drinking behavior, after controlling for perception of peer binge-drinking behavior, but no relationship between intellectual development and drinking in general. A finding that increasing intellectual development levels may result in reduced negative drinking behavior has implications for curriculum development.
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