Is Binge Drinking Onset Timing Related to Academic Performance, Engagement, and Aspirations Among Youth in the COMPASS Study?
In: Substance use & misuse: an international interdisciplinary forum, Band 52, Heft 13, S. 1795-1800
ISSN: 1532-2491
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In: Substance use & misuse: an international interdisciplinary forum, Band 52, Heft 13, S. 1795-1800
ISSN: 1532-2491
In: Social psychiatry and psychiatric epidemiology: SPPE ; the international journal for research in social and genetic epidemiology and mental health services, Band 56, Heft 1, S. 141-152
ISSN: 1433-9285
In: Substance use & misuse: an international interdisciplinary forum, Band 57, Heft 6, S. 897-910
ISSN: 1532-2491
In: Social psychiatry and psychiatric epidemiology: SPPE ; the international journal for research in social and genetic epidemiology and mental health services, Band 57, Heft 8, S. 1671-1684
ISSN: 1433-9285
In: Substance use & misuse: an international interdisciplinary forum, Band 56, Heft 8, S. 1232-1240
ISSN: 1532-2491
In: Social psychiatry and psychiatric epidemiology: SPPE ; the international journal for research in social and genetic epidemiology and mental health services
ISSN: 1433-9285
In: Canadian journal of family and youth: CJFY, Band 12, Heft 3, S. 55-77
ISSN: 1718-9748
The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.