Do Drinking Habits Affect SDSU Students’

GPA?

MKTG 470: Marketing Research

Spring Semester 2015

7 May 2015

Professor Cornelis

Prepared by:

Jamayla Allen

Marissa Garcia

Jessalyn Hines

Erin Rapae

Shannon Lubar

Table of Contents

1. Executive Summary……………………………………………………………………..……3

2. Introduction...…………………………………………………………………………………4

3. Problem Situation...………………………………………………………………………...…5

3.1. Problem Definition

3.2. Research Objectives

3.3. Action Standards

4. Secondary Data Analysis...…………………...………………………………………………7

5. Detailed Data Collection Plan...………………………………..……………………………11

5.1. Research Methods

5.2. On-site Interviews

5.3. On-site Observations

5.4. Online survey

6. Analysis of Primary Data...………………………………….………………………………12

6.1. On-site interviews

6.2. Onsite observation

6.3. Online Survey

7. Conclusions...……………………………………..…………………………………………18

8. Recommendations...……………………………………………………………….…...……19

9. Limitations...……………………………………………………………………….…..……20

10. References...…………………………..…………..…………………………………………22

11. Appendices...…………………………………………………………………………………25

11.1 Questionnaire

11.2 SPSS Outputs

List of Illustrations

Figures

Figure 1: What organizations are you a part of? Check all that apply…………………...14

Figure 2: Amount of Days in the week Students Drink……………………………….....17

Figure 3: Attributes of SDSU Students Alcohol Consumption………………………….18

Executive Summary

When determining the academic success of San Diego State students, there are many

factors that can positively or negatively affect outcome of a student’s GPA. After considering

many factors, we decided that alcohol consumption could be a major factor that could greatly

affect grade point average in a negative way. To prove our expectations, it was necessary to

conduct multiple marketing research methods to obtain data that would accurately represent the

population of SDSU students. We performed secondary research to see if our expectations had

been proven true at other universities within the United States. After completing the secondary

research, we conducted primary research to see if the studies that were done in the past

accurately also reflected San Diego State students.

This research was completed through a qualtrics survey that was distributed to SDSU

students. It delved deeper into students’ drinking habits, as well as other things that may

consume their time; such as work, on-campus organizations, etc. From this primary research we

discovered that within our sample of 117 San Diego State students, drinking was positively

correlated with GPA. Thus, our recommendations are that further research be performed. This is

due to our sample not being consistent with previous studies that were found in our secondary

research. More primary research is needs to be conducted to further examine the relationship

between drinking habits and university students’ GPA.

Introduction

There have been multiple studies done on the drinking habits of students attending

universities throughout the United States. We decided to investigate if these studies had any

similarity to the actual drinking habits of students at San Diego State University; a school known

for a party culture and higher than normal alcohol consumption (Powell, 2009). Previous studies

have shown that there is a negative relationship between students’ GPAs and the amount of

alcohol they consume. A study done at Midwestern University stated that the use of both alcohol

use factors and motivation factors as predictors of college student academic achievement, or

grade point average (GPA), had a greater influence together, than alone (Bennett, 2008). This,

along with other studies (Maholchic-Nelson, 2009; Wolaver, 2002), also showed that not only is

alcohol consumption related to poor academic performance, but it is also related to higher

dropout rates. We did not analyze the dropout rates, but we did look deeply into the relationships

between drinking and academic standing. One of the many factors that intrigued us was not only

that students consumed alcohol, but also the quantity students drank. In the previous study by

Bennett (2008) one of the results was that “students who have low grade point averages (GPAs)

drink three times as much as students who have high GPAs” (Bennett, 2008). Our study of San

Diego State University students looks at a small local sample, based off of extensive research

conducted at universities on a national level.

Problem Situation

Problem Definition

Although various studies suggest that drinking has a negative influence on GPA, it has

not been tested at SDSU. We plan to conduct research at the SDSU campus to see if previous

assumptions about this relationship hold true for SDSU students. An online survey will be

administered that will provide insight on the drinking habits of SDSU students. After the

research is compiled, we will provide recommendations to students that will enable them to

improve their study habits and surface underlying trends involving GPA and alcohol

consumption. We will also address the limitations that our study did not account for.

Research Objective

Our aim is to gather information from a sample representative of the SDSU student

population to determine if drinking consumption affects students’ GPAs. This will be measured

using a voluntary self-reported survey asking students their alcohol consumption habits as well

as their lifestyle activities to determine potential correlations.

Action Standards

Our research will be measured using an online voluntary self-reported survey asking

students their alcohol consumption habits as well as their lifestyle activities to determine

potential correlations. The results of our study will help us understand the academic performance

habits of SDSU students and can potentially lead us to formulate a plan for students that will

include a lifestyle regimen to attain a higher GPA. After the research is compiled we will provide

recommendations to students that will be aimed to better enable students to improve their

lifestyle habits and surface underlying trends involving GPA and alcohol consumption. The goal

being to provide them with the necessary information to develop an awareness of the effects

drinking may have. This could also help students potentially achieve better grades while

attending SDSU because of this knowledge.

Secondary Data Analysis

Alcohol Misuse

In 1976, the National Institute on Alcohol Abuse and Alcoholism (NIAAA) issued a

report on the effects of alcohol misuse by college students. Since then, significant research has

transformed understandings of alcohol and the negative effects associated with excessive alcohol

consumption. Data from the National Survey on Drug Use and Health (NSDUH) suggests that on

a typical college campus, 65% of students drink alcohol in a given month and 1 in 5 college

students are binge drinkers. Wechsler (2009) reported that “alcohol consumption among college

students ages 18-22 who drink five or more drinks on a given night has remained constant since

2002; however, the amount of students who engage in binge drinking has decreased since then”

(Wechsler 2009).

Wechsler (2009) found that certain environmental factors significantly contributed to the

likelihood of a student consuming alcohol. Caucasian males, members of Greek organizations,

athletes, campuses with older students, campuses near a higher density of alcohol, students with

access to cheap drink specials, a willingness to endure the consequences of alcohol misuse, and

drinking off-campus and at bars all contributed to higher rates of binge drinking (Wolaver,

2002).

Academic/Social influences

There are a few main factors associated to students drinking, one of which is stress,

“Students report academics, in one way or another, as a contributing factor 55% of the time”

(Dusselier, Dunn, Wang, Shelley, & Whalen, 2005), “others reported influences on student-

stress are time and time management, situational factors (such as roommate difficulties),

financial difficulties, and personal factors” (Dusselier et al. 2005). It is important to note that

stress may not be an effective indicator of alcohol consumption for college students because it

has been found that as stress levels rise, such as during finals week, alcohol consumption

significantly lowers. It was found that, “drinkers did not cease drinking during exam weeks, but

rather consumed fewer drinks during drinking occasions” (Noel & Cohen 2010). While it is

clear that the drinking doesn’t stop from the students, the types of students who are still drinking

are clarified. “According to the NIAAA (1996), people who already have a problem with alcohol

are more likely to report drinking as a way to relieve stress” (Noel & Cohen 2010).

Socialization is the second reason found that students drink in college and possibly the

greatest reason. Typically the easiest socialization to classify is by measuring the students

involved in fraternities and sororities; “67% of all students involved in fraternities and sororities

report binge drinking defined as five or more drinks in a short period” (Wechsler, Moeykens,

Davenport, Castillo, & Hansen, 1995).

Impacts on Academic Performance

It was reported that, “heavy drinkers tend to have a lower GPA than more moderate

drinkers” (Whittemore, 2009). This is a strong suggestion that drinking does have an impact on

GPA, which we want to investigate further at San Diego State University. It is also important to

note that typically college students are the drinkers in our age group that consume more alcohol

than our peers who graduate from high school, but do not continue on their education.

Based on the CAS findings, it has been shown that, “alcohol consumption at binge levels

and beyond has a significant impact on college students’ academic performance, social

relationships, risk taking behaviors, and health. This form of drinking is associated with missing

class, falling behind in schoolwork, and lower grade point average, a relationship mediated by

fewer hours spent studying” (Wechsler, 2008).

College GPA

Alcohol may affect students’ grade point average because alcohol affects the part of the

brain that controls thinking, as well as judgment (Pinel, 2006). This is a problem when anyone,

students or others, abuse alcohol. “Continuous alcohol abuse may eventually cause serious

neurological damage. A recent study was given to compare 100 detoxified male alcoholics from

an alcoholism treatment unit with 50 male non-drinkers obtained from various sources. The

alcoholics, as a group, performed more poorly on various tests of perceptual, motor, and

cognitive ability, and their brain scans revealed extensive brain damage compared to the group

of males that are non-drinkers” (Pinel, 2006).

This study (White, 2013) was conducted on alcohol and GPA among College students at

eleven Wisconsin Universities. One of the most notable results mentioned was that binge

drinking over the course of two weeks significantly predicted a lower GPA among females. The

article focused more on the notion that drinking affects females’ GPAs more than males’ (White,

2013). Based on the two week study, “Underage students binge drank four + drinks in 2 hours

on an average of 1.41 times and legal-age students binge drank four + drinks in 2 hours an

average of 1.28 times in the last 2 weeks; this translates to between 23 and 25 times in an

academic year these students were binge drinking” (White, 2013). From this study it gives the

breakdown of each demographic and their statistically significant or insignificant results between

alcohol consumption and GPA. While alcohol may in fact result in a lower GPA, it is important

to remember that Paschall and Freisthler (2003) stated that “many reasons existed beyond heavy

alcohol use on why classes are missed or lower GPAs are obtained in college, such as lack of

interest and greater demands academically, which made it difficult to determine the unique role

alcohol played”.

From the results of national surveys, it is known that heavy episodic drinkers report that

drinking is what influenced their decision to miss class, and resulted in falling behind in their

schoolwork, and performing poorly on a test or other project (Singleton and Wolfson, 2009).

Due to the potentially unethical effects of surveys most reports have been done through self-

reported surveys, However in the “relatively few correlational studies that have examined the

relationship between alcohol use and academic performance among college students have

produced inconsistent results” (Singleton, 2009).d It is clear that a heavy consumption rate of

alcohol is associated with problems, including poor academic performance (Perkins, 2002). Most

of the alcohol use, analyzed in a college study, was associated with fewer hours put toward

studying, which linked alcohol both directly and indirectly with a lower grade point average

among the students (Wolaver, 2002).

Data Collection Plan

Research Methods

Our research method is an online survey that will be created through Qualtrics and

distributed to participants through email, social media, and text message. We are choosing to

only email students that attend San Diego State because that is our target population. Our study

is not limited to people at or above the legal drinking age because many students under 21

partake in the consumption of alcohol and have access to alcohol in the college area. It is also

important to reach students that are in various majors across campus, however, it can be difficult

to access these individuals.

Online Survey

To solve this problem we are extending our distribution by using social media, San Diego

State Facebook groups and text messages. We are hoping to experience a snowball effect with

our survey to reach many SDSU students. This will provide us with more opportunities to access

the students that are not within the College of Business. This also allows us to target participants

that drink directly on campus, as well as off campus.

One of the largest groups we are hoping to reach within our survey is the Greek sorority

and fraternity life. This sector of students will possess involvement in school activities and

organizations, a variety of majors, ages, and demographics, and potentially, drinking habits. We

do not want our survey to only consist of these individuals, but do plan to gather data on them as

well as much of the San Diego State population as possible, given our resources and time.

Analysis of Primary Data

Online Survey

After distributing our survey and running the appropriate tests for the collected data we

found multiple results that both supported and did not support our expectations. Our sample

consisted of 138 recipients, yet only 133 of those surveys were taken by San Diego State

students. The respondents varied in year of school with 65 Seniors, 39 Juniors, 15 sophomores,

and only 8 Freshman for a total of 117 respondents. There were some results that were missing

for this question (16). Our respondents consisted 32 males and 97 females with an average

reported age of 21.9 years old, 10 respondents choose to not respond to this question.

Looking at these individuals, 32.6% were 21 years old and the remaining 26.4% were

under the legal drinking age. Of the respondents that are of legal drinking age, 58.1% have at one

point or another consumed alcohol on campus. Most of the students in our sample, 83.5%, lived

off campus, while the remained 16.5% lived on campus. One of the major statistics that we use

to run most of our analysis tests with is the percent of respondents that drink alcohol; 87.8%

responded that they do drink alcohol, while only 10.1% do not drink at all. Many of the students

in our sample have at least a part time job or are involved in some other student organization.

There were 96 out of the 139 respondents that have maintain a job, part time or full time. On

average students work an average of 20 hours a week, with a range from 5 to 50 hours per week.

Of the 72% of students that are involved in an on-campus organization, only a mere 6.5% of

them are involved in Associated Students. One of the highest involvements on campus is in

Greek life. Of the respondents that are in an organization, 46.8% of our respondents are involved

in a fraternity or sorority.

Figure 1: What Organizations Are You a Part Of? Check All That Apply.

In our sample, there was a small number of students that are international and therefore

unlikely to be involved in many on-campus organizations. When looking at the interaction

between drinking alcohol and being in an organization, we found that there is a significant (non

monotonic) association between drinking alcohol and being involved in a sorority or fraternity.

(chi2 = 7.023, df = 1, p < .05). The highest concentration of non-drinkers (85%) are not involved

in a sorority or fraternity, not surprisingly, the next highest concentration, students who do drink

alcohol, are involved in Sororities and Fraternities. Alongside participating in fraternities or

sororities as well as Associated Students, we also examined to see if there was a statistically

significant difference between the grade point average of students that participate in sports

whether it be intramural, club, or varsity for San Diego State University. We found that of the

Commented [1]: We need to add "see figure 1" or something of the sort in the text proceeding this pie graph. and also need to explain what it says

139 respondents, 9.4% are active in the sports community. Those involved in sports however did

not have a statistically significantly higher GPA.

We also examined the GPA factor of students involved in student-based organizations,

finding that there is a statistically significant difference between the academic performance of

those in a student organization and those that are not. Those that are involved statistically and

significantly hold a higher GPA than those who do not participate in any student based

organizations.

One of our main focuses in our hypothesis is the effect of alcohol on students’

performance, more specifically their cumulative grade point average. Interestingly, our results

contradicted what we originally predicted. Our predictions were that, like studies before, alcohol

consumption would negatively affect students’ academic performance, yet our results yield that

there is a significant (nonmonotonic) association between drinking alcohol and students GPA

(chi2 =5.271, df = 1, p < .05). The highest concentration of drinkers turned out to be in the

highest GPA category (3.00 and higher). To take it further, the variability in the two conditions,

drinking and GPA, are about the same. Because the p value was .008, we also found that there is

a statistically significant difference between the GPA of drinkers and nondrinkers. The average

for students who consume alcohol was greater than the average of the non-drinking students.

These results lead us to conclude that participants who indicated that they do engage in drinking

alcohol achieved significantly higher GPAs than those who indicated they do not drink. While

students who drink did show to be in the higher GPA category, only 24.1% of the students had a

3.5 or higher.

When looking solely at the factor of GPA, the SDSU students had an average grade point

average of 3.25 with a standard deviation of .32. In comparison between the entire SDSU sample

and that of students in any student organization the average for those involved in an organization

was 3.28 with a standard deviation of .31706. Within that student organization umbrella falls the

student athletes; we found that the average cumulative GPA is 3.32 with a standard deviation of

.31. Also, included in the student organization category is students that participate in AS, these

students had an average GPA of 3.36 with a standard deviation of .27. The next group we

analyzed within the student organizations were students involved in Fraternities and Sororities,

as a whole, this group had an average GPA of 3.29 with a standard deviation of .31. As we can

see, the athletes, those in AS and those in Greek life had a higher average GPA but based on the

Sig. (2-tailed) for each, none were statistically significant due to their participation.

We were interested, not only in if students drink and the result that has on their GPA, but

also how many days a week on average SDSU students are drinking. Figure 2 shows the overall

results of the average number of days a week students drink, the average days a week students

drink are 2.15 with a standard deviation of 1.19, the next highest chosen was one day, leading us

to believe most drinking is done on the weekends. From our research we found that, surprisingly,

there was a statistically significant correlation (p<.05) between the number of days a week a

student drinks and their cumulative San Diego State GPA.

Figure 2: Amount of Days in the week Students Drink

When we looked into which groups drank the most times a week, we found that the group

with the highest consumption per week are students belong to Associated Students. They had the

highest average of days a week with 2.38 and a standard deviation of 1.06. The groups with the

lowest average went to those students that are athletes with an average of 1.55 days a week and a

standard deviation of .93. There was not a relevant relationship between the number of drinks

they had and their GPA.

We looked deeper into the drinking habits of the students, by examining the place and

time of when students consume alcohol. Figure 3 shows the averages on a 1 to 5 scale of the

different attributes. The averages refer to the degree of agreement with the statements. The

sample subjects were asked to respond to statements as they correspond to their personal habits.

For example, one statement said “I drink alcohol at parties”. The respondents were presented

with a scale ranging from 1 to 5 (where 1 = Always, 2 = Most of the Time, 3 =Sometimes, 4

=Rarely, 5 = Never). In the chart below, the average answer for this question was 1.93. The

lower the average the more likely students are to drink on the occasion or circumstance. For our

example, students were more likely to drink alcohol while attending a party. We chose to treat

these variables as metric level data, even though they are ordinal level. The variables are labeled

on a one to five scale, allowing us to run tests on them as a metric level variable.

Figure 3: Likeliness to Drink on Specific Occasions

Attributes of SDSU Students Alcohol Consumption

Where/When Alcohol is Consumed Average SD

With Meal 3.36 0.942

On Campus 3.95 1.065

At Parties 1.93 0.888

During the Day 3.49 0.702

Before Attending Class 4.74 0.511

Between Classes 4.63 0.638

In Evening 2.08 0.659

With Friends 1.38 0.614

*Scale: 1=”Always” and 5=”Never”

This shows that drinking between/before class is very rare among students, yet students

do, on occasion, drink alcohol on campus. Students also drink most often with friends and at

parties in a social setting. It is important to note that most of the respondents rarely or never

drink before class. These findings indicate that our respondents are in some ways consistent with

our original expectations for students’ alcohol consumption habits. There are other factors, such

as the positive relationship between GPA and amount of alcohol consumed, that do not coincide

with our original expectations.

Conclusion

Our findings show that contrary to our initial belief, San Diego State University students’

drinking habits are not negatively linked to GPA. Our sample determined that there is a positive

correlation between GPA and the amount of alcohol consumed, causing us to reject our original

expectations. This is likely due to the sample that responded to our survey having above average

grade point averages and also an overall tendency for respondents to be dishonest when

describing personal drinking habits as well as the stigma that goes along with a low GPA. We

also found that students involved in Associated Students consumed alcohol more frequently and

on a regular basis. There was also a significant correlation between students in the Greek system

and drinking more than average students; the highest concentration of drinkers were associated

with either a fraternity or sorority. Although being involved in on campus organization takes

time away from school work, our sample showed that being involved in student organizations

contributed to a higher grade point average. Our sample provided interesting results that only

sometimes correlated with our original expectations; for some of our results, such as the

correlation between drinking and GPA, our original expectations were proven entirely wrong.

Recommendations

Based on the conclusions formed from our research and analysis we recommend that

further research be conducted in regards to drinking habits and the grade point average of San

Diego State University students. This is due to our sample being inconsistent with previous

literature and studies performed at other universities in the United States. Solely based on our

research, we are able to recommend that students join on-campus organizations because there is

a positive relationship with being involved and grade point average. Although our research is

inconclusive, based on our sample we can say that students can continue to drink responsibly

because our finding show there a positive correlation between alcohol consumption and higher

GPA. According to our analysis we found that drinking does not necessarily mean students will

perform poorly in their courses due to common misconception. We recommend another study be

conducted to determine why being involved on campus resulted in a higher GPA. We also

recommend conducting further primary analysis to study the relationship between which

organizations resulted in the educational success and why. In the future, it is recommended that a

larger sample be taken from San Diego State University to determine whether or not there is a

negative trend between alcohol consumption and GPA’s, as displayed in previous research.

Limitations

After conducting and analyzing our research and data results, we were pleased with the

information collected and our success in conducting the research study. Despite our initial

satisfaction, we realize there are ways to improve the research. Our study encountered issues

with time constraints and non-response errors as well as response size and representation, all of

which can be improved.

One of the constraints on our research was lack of proper time dedicated to collecting

data and non-response error. Since we sent out our survey digitally, a majority of our

respondents filled it out during class or business hours. As a result of this, students may have not

responded due to being in class, work or other commitments. Aside from these roadblocks,

another difficulty with sending our survey during work and school hours is that many

respondents get a large amount of emails per day, especially during these hours. As a result of

this, our survey may have gotten buried under other emails or neglected due to more important

responsibilities. The results we got were beneficial, but we may have reached a wider response

audience if we varied the times we sent the survey. There could also be bias in the results caused

by fellow students participating in the survey and experiencing response bias.

Another limitation we encountered was our sample size and representation of the SDSU

population. According to the San Diego State University Admissions website, there are about

30,000 students, about 25,000 of which are undergraduate students. College portraits, another

website, gave more specific numbers, saying that there were a total of 33,483 students in the Fall

2014 semester and 28,394 of which were undergraduates. We had a total of 117 usable

responses, only .412% of the undergraduate population. To further our sample representation

error, we had a response of 24.8% male and 75.2% female when the actual SDSU Undergraduate

population is 45% male and 55% female. Another misalignment with the SDSU population is

our number of respondents that are involved in the Greek system. The average SDSU

Undergraduate GPA for the Fall 2014 semester was 2.915 and the entire Greek system had an

average GPA slightly higher at 2.979. Since our sample was made up of 46.8% of Greek

members, this may have had a skew in the overall GPA on our study, resulting in a positive

correlation between drinking and higher GPA.

Lastly, our data could have been skewed due to convenience sampling. Our study was

mostly targeted to people we know. We sent the survey to people already within our network and

to people within the college of business that we have taken classes with previously. This most

likely changed our results because some of us are involved in various organizations on campus

and we were more like to receive responses from our friends. We also might have received

different results if we has received more responses from students outside of the College of

Business.

Reference List

1. Bennett, B. C. (2008). Alcohol use and achievement motivation as predictors of college

student academic success (Order No. 1458177). Available from ProQuest Dissertations &

Theses A&I; ProQuest Dissertations & Theses Full Text: The Sciences and Engineering

Collection,(304813100). Retrieved from

http://search.proquest.com/docview/304813100?accountid=13758

2. Greek Life - Grade Reports | SDSU. (n.d.). Retrieved April 28, 2015, from

http://go.sdsu.edu/student_affairs/sll/grade_reports.aspx?

3. National Institute on Alcohol Abuse and Alcoholism (niaaa). Alcohol Policy Information

System, 2010. available at http://www.alcoholpolicy.niaaa.nih.gov/. accessed February

16, 2015.

4. Maholchic-Nelson, S. (2010). High- and low-achieving fraternity environments at a

selective institution: Their influence on members' binge drinking and GPA (Order No.

3429063). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations

& Theses Full Text: The Humanities and Social Sciences Collection; ProQuest

Dissertations & Theses Full Text: The Sciences and Engineering Collection.

(762511856). Retrieved from

http://search.proquest.com/docview/762511856?accountid=13758

5. Paul, M. (2008). Does Alcohol Consumption Affect College Grades? Allied Academies

International Conference.Academy of Educational Leadership.Proceedings, 13(2), 55-61.

Retrieved from http://search.proquest.com/docview/192405960?accountid=13758

6. Powell, Ronald W. "SDSU Again Named One of Nation's Top Party Schools."

Utsandiego.com. UT San Diego, 20 Apr. 2009. Web. 28 Apr. 2015.

7. Singleton Jr., R. A., & Wolfson, A. R. (2009). Alcohol Consumption, Sleep, and

Academic Performance Among College Students. Journal Of Studies On Alcohol &

Drugs, 70(3), 355-363.

8. San Diego State University | Admissions. (n.d.). Retrieved April 28, 2015, from

http://arweb.sdsu.edu/es/admissions/facts.html

9. San Diego State University College Portrait. (n.d.). Retrieved April 28, 2015, from

http://www.collegeportraits.org/CA/SDSU/characteristics

10. Syverson, K. B. (2013). Alcohol and grade point average among college students in 11

wisconsin universities (Order No. 3590296). Available from ProQuest Dissertations &

Theses A&I; ProQuest Dissertations & Theses Full Text: The Sciences and Engineering

Collection. (1431541770).Retrieved-

http://search.proquest.com/docview/1431541770?accountid=13758

11. Wechsler, Henry, Ph.D. "What We Have Learned From the Harvard School of Public

Health College Alcohol Study: Focusing Attention on College Student Alcohol

Consumption and the Environmental Conditions That Promote It*." Harvard Alcohol

Studies (2008): n. pag. Department of Society, Human Development and Health, Harvard

School of Public Health. Web. 28 Apr. 2015.

12. White, A., & Hingson, R. (2013). Excessive Alcohol Consumption and Related

Consequences Among College Students.Alcohol Research: Current Reviews, 35(2), 201-

218.

13. Wilcox, T. L. (2013). The relationship between grade point average, greek membership,

criminal activity, and alcohol consumption in HBCU college students (Order No.

1553096). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations

& Theses Full Text: The Humanities and Social Sciences Collection. (1511456980).

Retrieved from http://search.proquest.com/docview/1511456980?accountid=13758

14. Wolaver, A. M. (2002). Effects of Heavy Drinking In College on Study Effort, Grade

Point Average, and Major Choice. Contemporary Economic Policy, 20(4), 415-428.

Appendix

Questionnaire

SPSS Outputs