Role-Taking, Embarrassability, and Alcohol Use among Students - Research Paper Example

? Research Reaction Paper: The Effects of Role-Taking and the Embarrassability on Undergraduate Drinking The Effects of Role-Taking and the Embarrassability on Undergraduate Drinking Summary Topic area: The topic of the discourse is the exploration of relationship between the following variables: role-taking, affect, and alcohol use from among identified participants composed of undergraduate college students (Crawford & Novak, 2000). The authors aimed to determine any relevant relationship “between students’ self-concepts, styles of processing social information and patterns of drinking” (Crawford & Novak, 2000, p. 270). Hypothesis: The specific hypothesis was explicitly stated as: “We hypothesize that a propensity for reflexive role-taking will be associated with a susceptibility to embarrassment. We also expect to find a link between emphatic role-taking and embarrassment among our sample of college undergraduates. Presuming that alcohol can be used to relieve this negative effect, individuals who exhibit high levels of embarrassability should be more likely to use alcohol and to drink heavily than other students” (Crawford & Novak, 2000, p. 273). Method: The research participants were reportedly composed of 431 undergraduate students, predominantly sourced from the freshmen and sophomore levels of a large Midwestern university during the years 1995 and 1996. As indicated, the samples were comprised of students enrolled in sociology and criminal justice courses, and about 68% of them were female. The variables noted above (role-taking, embarrassability, and alcohol use) where measured through diverse research and analytical tools. For the role-taking propensities, the authors disclosed that to measure propensities for emphatic role-taking (“rarely anticipated the feelings of others” (Crawford & Novak, 2000, p. 269)), Schwalbe’s (1991) role-taking propensity scale was used. Concurrently, to measure propensities for reflexive role-taking (“viewing oneself from the eyes of others” (Crawford & Novak, 2000, p. 269)), the use of Fenigstein, et al.’s (1975) self-consciousness scale was deemed most appropriate. In terms of measuring embarrassability, the authors applied Modigliani’s (1968) embarrassability scale. And finally, to measure alcohol use, the students were made to answer three clearly defined questions. Other relevant variables were likewise integrated in the study, including gender, self-esteem, number of years in school, as well as parents’ educational background which replaced the initial decision to include socioeconomic background as a control variable. Results and Discussion: The results that were generated from the findings included consistent outcomes from other previous studies with some unexpected findings, to wit: (1) there were equal propensities for both emphatic and reflexive role-taking for all participants regardless of gender; (2) women apparently demonstrated greater propensities particularly for emphatic role-taking by exhibiting more sensitivity to personal perceived public image failing; (3) women exhibited lower levels of self-esteem than their male counterparts; (4) young students apparently consumed more alcohol than students from higher academic levels; and (5) socio-economic background was deemed an potentially significant determinant of students’ drinking behavior (Crawford & Novak, 2000). From among the unexpected findings, the following ones were noteworthy: (1) “high levels of public consciousness increase individuals’ propensities for embarrassment in response to other people’s embarrassing encounters” (Crawford & Novak, 2000, p. 281); (2) “students scored low, rather than high, on the measure of attention-induced embarrassability who were most likely to use alcohol, (exhibited) the opposite effect” (Crawford & Novak, 2000, p. 283); (3) “a propensity for emphatic role-taking propensity decreased, rather than increased, students’ odds of using alcohol or binge drinking” (Crawford & Novak, 2000, p. 284); and (4) “there was no evidence that the effect of role-taking on embarrassability, or the effects of role-taking and embarrassability on drinking behavior, varied across gender” (Crawford & Novak, 2000, p. 284). Critique Overall, one found the subject of the research relevant and interesting, given the disclosed research questions and the need to discern whether there is a relationship between the three variables noted: role-taking, affect, and alcohol use. Initially, it was evident that the authors effectively provided the theoretical framework for the research study through establishing the rationale for the discourse. A good selection of previous authoritative studies on the subjects of alcohol use, social behavior, and the factors that either perpetuate college binge drinking or preclude students from gaining propensities to drink, were effectively used as theoretical framework. The authoritativeness of the authors was partially established though, since only the information pertaining to Katherine Novak reportedly from the Department of Sociology and Criminal Justice of Butler University was provided. A quick search on the author’s credentials revealed that she is the Department Head and Professor of Sociology from the identified University, which accords her expertise on the subject. Concurrently, Lizabeth Crawford of the Bradley University was noted to be an Associate Professor of the said university, with a doctorate degree in sociology; thereby, establishing exemplary expertise on the subject. A brief review of related literature was specifically delved into the areas which focused on discussing the various variables that were to be the focal point of the research. The structure and the language used throughout the discourse were highly appropriate to cater to various readers. The language was straightforward as well as comprehensible; and relevant sociological terminologies were appropriately defined as required. Likewise, the structure or the format of the presentation was clear through the effective use of headings and sub-headings that divided the discourse in topics appropriately. The use of tables and figures to highlight summaries of findings are supposed to assist the readers in understanding the contentions being discussed. One observed that the tables were most helpful but the figures require greater enhancement in providing details that would explain their significance, especially to readers without extensive backgrounds in sociology or in statistical applications, which were apparently used to establish the needed relationships that these figures aim to relay. The choice of research tools throughout the selection and application of research designs were most commendable taking into account the variables that need to be evaluated. However, to fully understand and justify the applicability of these methods, one should validate the comprehensive details of the noted works: Schwalbe’s (1991) role-taking propensity scale; Modigliani’s (1968) embarrassability scale, the Crowne-Marlow (1964) Social Desirability Scale, among others, to discern their utmost fit and reliability for the current study. Likewise, readers with parallel background in the above mentioned authors could be more competent in understanding the discussed concepts with greater appreciation than readers with other academic backgrounds. One could confirm that the method to establish alcohol use was the most appropriate one to determine the frequency and volume of alcohol consumed from the sample generated. However, one firmly believes that this information could be further improved by validating the results from secondary sources of information from government agencies tasked to monitor underage or binge drinking on a more longitudinal basis. As disclosed, the figures that these authors generated were fairly below the national average for college students, as cited in the study by Wechsler (1996) (Crawford & Novak, 2000, p. 279). Therefore, this particular information could significantly influence the outcome of the current authors’ research. One also observed that the article was published in the journal in 2000, and the research study was conducted in 1995 and 1996. The support from various secondary sources since the time it was published should not exceed 10 years in publication dates. From a total number of 82 authoritative studies that provided support for the author’s contentions, a total of 42 or a staggering 51% is already outdated (published in 1989 and earlier, with the oldest publication date 1934). The validity and reliability of information from these sources could significantly diminish the applicability of the findings given the relevancy of the time frames. Thereby, the conclusions drawn from the research were fairly unexpected, as noted. The reasons for the unexpected and anti-thetical results could be perceived to come from the following: the sample size could not have effectively represented the population of college student drinkers, the external factors that influence and affect propensities to embarrassment and alcohol use could have significantly changed through the years, and the amount of unreliable secondary sources of information used to measure outcomes from the noted variables could have influenced the results. Likewise, the authors failed to identify any limitations of their study: they could have potentially included that changes in factors in the sample they used could likewise alter the results; or they could have focused on using a more general student population, rather than selecting the freshmen and sophomore levels could also generate diverse findings. Implications for current and future studies were likewise not explicitly stated. Relationship of the study to personality theory The personality theories that were delved into from the study include the developmental theories, the psychoanalytical theory, and psychosocial theories among others. As emphasized by the National Institute of Alcohol Abuse and Alcoholism on the “Developmental Perspective on Underage Alcohol Use”, it was disclosed that “developmental changes factor into underage drinking. For example, as a high school student transitions to college, he or she may experience greater freedom and autonomy, creating more opportunities to use alcohol. Underage drinking also can influence development, potentially affecting the course of a person’s life. For example, alcohol use “can interfere with school performance and/or negatively affect peer relationships” (National Institue of Alcohol Abuse and Alcoholism, 2009, par. 2). The results of the study have clearly proved that during the onset of adolescent characterized by the increased curiosity and the need to explore, there was a marked increase in observed binge drinking, as compared to students who are about to graduate. This supports the personality theory that “between ages 12 and 21, rates of alcohol use and binge drinking increase sharply before leveling off in the twenties” (National Institue of Alcohol Abuse and Alcoholism, 2009, par. 5). As the findings from the study reveal, “being a freshman, versus a senior, also increased a student’s odds of being a heavy drinker” (Crawford & Novak, 2000, p. 286). The psychoanalytical theory was likewise applied and could be related in terms of viewing the results which are relative to unconsious and conscious mind. The discussion that aimed to establish any link between role-taking, embarrassment, and alcohol use integrates concepts of perception and perceived social behavior as a result of projecting one’s self in situations that are potentially embarrassing, which could either be as a result of alcohol use or which could be prevented or mitigated by it. The research questions leaned on the premise that “individuals who exhibit high levels of embarrassability should be more likely to use alcohol, and to drink heavily than other students” (Crawford & Novak, 2000, p. 273). However, findings revealed that “students (who) scored low, rather than high, on the measure of attention-induced embarrassability were most likely to use alcohol, (and thus, exhibited) the opposite effect” (Crawford & Novak, 2000, p. 283). The potential rationale for the disparity in result could stem for a diverse interplay of factors that could or could not be related to the variables of embarrassability and alcohol use. For one, regardless of predisposition to the manifesting traits of embarrassability, students are most likely encouraged to go on a drinking spree with friends and peers in areas they are most familiar with. Therefore, the potential to see themselves in embarrassing situations as a result of drinking, or to see themselves negate any embarrassing situation by drinking is substantially inconsequential. Futher, the psychosocial theory could also be seen to be applicable in the study through confirming that underage drinking is consistent with Erikson’s theory, to wit: “according to Erikson, our ego identity is constantly changing due to new experiences and information we acquire in our daily interactions with others. In addition to ego identity, Erikson also believed that a sense of competence motivates behaviors and actions. Each stage in Erikson's theory is concerned with becoming competent in an area of life” (Cherry, 2012, par. 2). From the findings in the study, it was disclosed that diverse social constructs influence the students’ propensities for drinking alcohol including the parents’ educational background, gender, levels of self-esteem, socio-economic background, age, and academic level, which are all integrated within the development stage the students are currently in. Relationship of the study to your own life and personality development As a student pursues higher education in this particular field of endeavor, the study could be deemed related to one’s personal life and to one’s personality development in terms of confirming applicability of some of the findings that were noted. It could be confirmed from both personal experience and the results of the study that the gender of students affects the level, frequency, and amount of alcohol drinking during the developmental stage that was identified. There are indeed more male students who are heavy drinkers or active consumers of alcoholic beverages than women (Crawford & Novak, 2000, 279-280). Likewise, one seemed to conform to the perception that there is no particular type of embarrassment from those that were clearly identified (“embarassment due to a failed public performance; emphatic or vicarious embarrassment; embarrassment resulting from becoming the center of attention; and embarrassment due to a ‘faux pas’ or social blunder” (Crawford & Novak, 2000, p. 275)) that could significantly influence one’s personal alcohol use. One would consider most relevant from the findings that the parents’ educational background could be contributory to a student’s propensity to drink due to the reasons identified in the study: students whose parents exhibited high educational attainments reduce the students’ “susceptibilities to attention-induced embarrassability” (Crawford & Novak, 2000, p. 285). One strongly believes that this factor is evidently closely related to socio-economic factor where the income level of parents influence the children’s drinking behavior. Those who could afford to purchase alcoholic beverages in a more regular and frequent schedule than students coming from low income level would definitely exhibit greater tendencies to become heavy drinkers. Likewise, in one’s experience, if one is also in the company of peers who belong to the high income group, there is also greater tendencies for drinking than those who have friends who belong to a lower social class structure. Another factor that one strongly believes to the contributory to the factor of embarrassability is the cultural orientation of students. For students who belong to the Eastern culture, the strong belief in avoiding losing the face or being embarrassed out of unconventional actions (which could include drinking excessively) is more pronounced than for students belonging to the Western culture. The study failed to incorporate this factor into the students’ profile to measure propensities in role-taking to measure degrees of embarrassability. Overall, one firmly believes that several factors interplay in creation of the holistic embodiment of a personal which evidently combines diverse personality theories. Apart from the factors such as family background, social environment, hierachy of needs, defense mechanisms, and changes in the external macro-environment, the personality of an individual, though firmly established, could adapt and adjust to the external environment, as deemed necessary for survival. Thus, the attempt to identify the set of factors that contribute to binge drinking in college campus should continue to pursue other perspectives to ultimately achieve a paramount goal of reducing the use and potential abuse of drinking alcohol by the underaged segment of society. References Cherry, K. (2012). Erikson's Theory of Psychosocial Development. Retrieved from http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm Crawford, L., & Novak, K. (2000). The Effects of Role-Taking and Embarrassability on Undergraduate Drinking: Some Unanticipated Findings. Journal of Social Behavior and Personality, 15 (2), 269-296. Crowne, D., & Marlowe, D. (1964). The approval motive: Studies in evaluative dependence. New York: Wiley. Fenigstein, A., Scheier, M., & Buss, A. (1975). Public and Private Self-consciousness: Assessment and Theory. Journal of Consulting and Clinical Psychology, 43, 522-527. Modigliani, A. (1968). Embarrassment and embarrassability. Sociometry, 31, 313-326. National Institue of Alcohol Abuse and Alcoholism. (2009). A Developmental Perspective on Underage Alcohol Use. Retrieved from http://pubs.niaaa.nih.gov/publications/AA78/AA78.htm Schwalbe, M. (1991). Role-taking, self-monitoring, and the alignment of conduct with others. Personality and Social Psychology Bulletin, 17, 51-57. Read More