Motivational Factors Associated with the Risk of Problematic Alcohol Consumption in Ecuadorian University Students
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Abstract
Background: University students’ drinking is a public health problem because of its potential link with risk behaviors, emotional problems, and poor academic performance. It is important to understand the motives behind drinking behaviors to target psychosocial risk factors and ensure evidence-based prevention strategies.
Objective: This study aimed to explore the correlation between drinking motives (using the Spanish version of the Drinking Motives Questionnaire [CMCA]) and the risk of problematic alcohol use (using the CAGE questionnaire) as a function of sex, age, and academic program.
Methods: This was a quantitative study with a survey design, cross-sectional, correlational. A total of 683 students from the Universidad Nacional de Chimborazo participated in this study in the first semester of 2024. Survey instruments CAGE and CMCA were administered electronically using a written questionnaire. Because of some violations of normality, descriptive analyses and nonparametric tests were used: Mann–Whitney U test was used for comparing sex, Kruskal–Wallis test for differences between academic programs, and Spearman's correlation for examining associations between variables.
Results: Female students predominated the sample. CAGE scores were low, and CMCA scores were moderate, with social and enhancement motives being the most prominent. The scores of male students were significantly higher than those of female students for both CAGE_total and CMCA_total (p < 0.05). Significant differences were found between the academic programs, with Medicine and Education showing the highest scores. There was a positive and statistically significant relationship between CAGE_total and CMCA_total (ρ = 0.291, p < 0.001).
Conclusion: This age-old motivational hypothesis is robustly supported by drinking motives being significantly correlated with problematic alcohol use outcomes. The findings suggest the need for risk reduction and emotional regulation prevention programming to be implemented on university campuses where ICPs address gender and program differences.