The association between educational achievement and alcohol use in university students: Findings from the United Kingdom

Walid El Ansaria, Christiane Stockb aUniversity of Gloucestershire bUniversity of Southern Denmark

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Background
The relationship between problematic alcohol consumption and academic performance is a key concern on university and college campuses. Alcohol consumption has been negatively associated with academic performance. Only few studies have used objective measures of academic performance. Few authors have analysed whether frequency of drinking or amount of alcohol is more important in predicting academic performance.

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Aims
This study examined the associations between three academic achievement variables and three alcohol consumption variables (frequency of alcohol consumption, heavy episodic drinking, and problem drinking). Which of the measures of alcohol consumption is most influential? Which academic outcome is mostly affected by alcohol drinking?

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Methods
Data collection Cross-sectional study among 380 university students at the University of Gloucestershire who completed a general health questionnaire. Their module grades were retrieved from the university computer systems Alcohol drinking Frequency of alcohol consumption in the past three months Heavy episodic drinking (had 5 drinks in a row) in the past 30 days Problem drinking (CAGE score) Educational achievement Students reflection on their academic achievement (importance of achieving good grades) Students subjective comparative appraisal of their overall academic attainment (academic performance in comparison with their peers) Actual module mark

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Frequency of alcohol consumption

50 40 30 20 10
P=0.04

0 Never
Less than once a week

Females Males

Once a week

Several times a week

All Every day

Several times a day

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Had five or more drinks in a row last month

30

25 20 15 10 5 0
None 1 time 2 times 3-5 times

p<0.001

Females Males All 6-9 times 10 or more times

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Problem drinking (positive answers in CAGE)

30

25
20 15 10 5 0 1 positive answer 2 positive answers Females Males All 3 positive answers 4 positive answers
P=0.04

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Characteristics of educational achievement

Variable Whole Male Female sample (N= 195) (N= 185) (N= 380) Importance of having good grades at University Very important 64.1 61.7 66.7 Somewhat important 34.3 36.3 32.2 Not very important 1.3 1.6 1.1 Not at all important 0.3 0.5 0.0 Rating of ones academic performance in comparison with fellow students Much better 2.1 3.1 1.1 Better 21.3 22.3 20.2 The same 62.5 62.2 62.8 Worse 13.8 12.4 15.3 Much worse 0.3 0 0.5 University Computerised Student Records Module Mark- actual 54.56 53.90 55.68 achieved % grade: Mean (12.9) (12.1) (12.4) (SD) P Value N.S.

N.S.

N.S.

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Regression models for three academic achievement indicators on frequency of alcohol consumption* as dependent variable
Variable Model 1 Stand. P Value -0.063 0.160 -0.105 0.238 0.003 0.045 Model 2 Stand. Model 3 Stand. P Value 0.022 0.149 -0.015 .692 .008 0.787

P Value 0.376 0.003 0.229

Age Male gender Importance of good grades Performance relative to peers Module marka Adjusted R2 of the model

-0.047 0.158 0.063

0.04

0.001

0.03

0.004

0.01

0.066

*Frequency of alcohol consumption = from never to several times a day within the last three months

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Regression models for three academic achievement indicators on heavy episodic drinking* as dependent variable
Variable Model 1 Stand. P Value -0.252 0.210 -0.142 <0.001 <0.001 0.004 Model 2 Stand. P Value -0.235 0.226 <0.001 <0.001 Model 3 Stand. P Value -0.181 0.001

Age Male gender Importance of good grades Performance relative to peers Module marka Adjusted R2 of the model

0.230

<0.001

0.14

<0.001

-0.105
0.13

0.033
<0.001

-0.079 0.11

0.132 <0.001

*Heavy episodic drinking: frequency of having 5 drinks on one occasion

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Regression models for three academic achievement indicators on problem drinking* as dependent variable
Variable Model 1 Stand. P Value Model 2 Stand. P Value Model 3 Stand. P Value

Age Male gender Importance of good grades Performance relative to peers Module marka Adjusted R2 of the model

-0.078 0.147 -0.104 0.04

0.146 0.006 0.047 0.001

-0.063 0.159 -0.036 0.03

0.242 0.003 0.494 0.006

-0.048 0.138 -0.054 0.02

0.400 0.014 0.327 0.038

* Problem drinking: number of positive answers in CAGE

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Results
We found relatively strong negative associations between heavy episodic drinking and subjective measures of academic achievement (importance of good grades, academic performance relative to peers). The other two measures of alcohol drinking (frequency of alcohol consumption and problem drinking) showed fewer associations with academic outcomes than heavy episodic drinking. While alcohol drinking was related to impairments in subjectively reported academic achievement, we failed to find associations with objectively measured module marks.

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Limitations
Sample size Module mark may not reflect average grades Selection bias (no data on students not attending classes) Under-reporting of drinking, while over-reporting of academic performance No causal relationships Many other (unmeasured) factors might interfere

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Other factors

Academic achievement at high school

Academic achievement at university

Early alcohol use

Heavy alcohol use

Other impairments Sleep Socio-emotional problems Etc.

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Conclusions
Alcohol misuse, especially heavy episodic drinking is very likely to have negative consequences on academic performance. Alcohol policies on campus and educational and normative campaigns for students are highly relevant. Future research should include prospective designs as well as objective and subjective measures for academic performance.