TY  - JOUR
PY  - 2006//
TI  - Educational achievement and early school behavior as predictors of alcohol-use disorders: 35-year follow-up of the Woodlawn Study
JO  - Journal of studies on alcohol
A1  - Crum, Rosa M.
A1  - Juon, Hee-Soon
A1  - Green, Kerry M.
A1  - Robertson, Judith A.
A1  - Fothergill, Kate
A1  - Ensminger, Margaret
SP  - 75
EP  - 85
VL  - 67
IS  - 1
N2  - OBJECTIVE: Using prospectively gathered data across a 35-year follow-up interval, we assessed the association of educational achievement and school behaviors with risk for the development of an alcohol-use disorder in adulthood. METHOD: The baseline population consisted of 1242 first-grade students in 1966-1967 residing in the Woodlawn community of Chicago, Illinois. Follow-up interviews were completed for adolescents and their mothers (1975-1976), during young adulthood (1992-1993), and midlife (2002-2003). A total of 1052 individuals completed the young adult and/or midlife interviews and provided information to assess the presence of a lifetime alcohol-use disorder. Logistic regression with multiple imputation to account for missing information was used to assess the relationships between early-educational and school-behavior characteristics with onset of a DSM-III-R/DSM-IV alcohol-use disorder (defined using the Composite International Diagnostic Interview). RESULTS: Relatively few of the hypothesized educational predictors were associated with risk for alcohol-use disorders in adulthood. The measures found to be predictive of a subsequent alcohol-use disorder included the following: (1) math achievement among first-grade boys, (2) mothers' report of skipping school among adolescent males, (3) self-report of skipping school among adolescent girls, and (4) school dropout. Early shyness among first-grade boys was protective for later alcohol-use disorders. CONCLUSIONS: The current report supplies data on the association of educational characteristics and school behaviors with the development of an alcohol-use disorder in a population-based sample with an extended interval of follow-up. Gender-specific differences are discussed.<p /> <p>Language: en</p>
LA  - en
SN  - 0096-882X
UR  - http://dx.doi.org/
ID  - ref1
ER  -