ENERGY DRINKS: FACTORS THAT INFLUNCE COLLEGE STUDENTS' CONSUMPTION Nameer Nassir Faris Southern Illinois University Carbondale, [email protected]
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Southern Illinois University Carbondale OpenSIUC Theses Theses and Dissertations 5-1-2014 ENERGY DRINKS: FACTORS THAT INFLUNCE COLLEGE STUDENTS' CONSUMPTION Nameer Nassir Faris Southern Illinois University Carbondale, [email protected] Follow this and additional works at: http://opensiuc.lib.siu.edu/theses Recommended Citation Faris, Nameer Nassir, "ENERGY DRINKS: FACTORS THAT INFLUNCE COLLEGE STUDENTS' CONSUMPTION" (2014). Theses. Paper 1399. This Open Access Thesis is brought to you for free and open access by the Theses and Dissertations at OpenSIUC. It has been accepted for inclusion in Theses by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. ENERGY DRINKS: FACTORS THAT INFLUENCE COLLEGE STUDENTS’ CONSUMPTION by NAMEER NASSIR FARIS Bachelor of Medical and Health Technology/ Public Health Department Baghdad- Iraq, 2004 A Thesis Submitted in Partial Fulfillment of the Requirements for the Master Degree in Public Health Department of Health Education and Recreation In the Graduate School Southern Illinois University Carbondale MAY, 2014 THESIS APPROVAL ENERGY DRINKS: FACTORS THAT INFLUENCE COLLEGE STUDENTS’ CONSUMPTION By Nameer Nassir Faris A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master in the field of Public Health Education Approved by: Dr. Kathleen J. Welshimer, Chair Dr. Stephen Brown Dr. Roberta Ogletree Graduate School Southern Illinois University Carbondale December 20, 2013 AN ABSTRACT OF THE THESIS ENERGY DRINKS: FACTORS THAT INFLUENCE COLLEGE STUDENTS’ CONSUMPTION Nameer Nassir Faris, for the Master degree in PUBLIC HEALTH, presented on December 20, 2013, at Southern Illinois University Carbondale. TITLE: ENERGY DRINKS: FACTORS THAT INFLUNCE COLLEGE STUDENTS’ CONSUMPTION MAJOR PROFESSOR: Dr. Kathleen J. Welshimer The purposes of this study were: To assess factors that influence energy drink consumptions among college students. Next, to analyze the reasons behind consuming energy drinks as well as the reasons for not consuming them. And to evaluate the participants’ knowledge regarding energy drinks’ ingredients, safety, and side effects. A total of 417 undergraduate students who registered in 101 general education classes during the Fall 2013 semester at the departments of Health Education, Kinesiology, and Nutrition at Southern Illinois University at Carbondale participated in the study. Energy drink use was associated with the number of the paid employment hours (p= .000). Gender also played a significant role, with a larger proportion of females than males drinking them mixed with alcohol (p= .005). Of students who consumed energy drinks, a substantial number drank them without alcohol before age 17 (32.8 percent; n= 39) and 82.4 percent (n= 96) before age 19 drank them with alcohol. Energy drink consumers were more i likely to engage in risky behaviors such as smoking and drinking alcohol (p =.000). Also, the consumers perceived them as safer than those who did not use them (p= .000), and were less knowledgeable about side effects (p= .000). The study’s findings suggest directions for health education and policymaking regarding energy drinks. Key words: Energy drinks, Energy drinks’ safety, and energy drinks risk awareness ii DEDICATION TO MY BELOVED COUNTRY, IRAQ, TO MY PARENTS, MY BROTHERS & SISTERS, AND MY FRIENDS TO MY LOVE, MY CHILDREN. FOR ALL, NOW I CAN SAY WE HAVE ACCOMPLISHED THE TASK! THANKS FOR BELIEVING IN ME! iii ACKNOWLEDGMENTS At the beginning, I am so thankful for my major professor and thesis advisor Dr. Kathleen Welshimer for her support, encouragement and motivation during my journey to write this thesis. Also, I am grateful for her feedback that helped me a lot during writing my thesis. Furthermore, I would like to thank the committee members, Dr. Stephen Brown and Dr. Roberta Ogletree for their time and help. I also would like to thank the Higher Committee for Education Development in Iraq (HCED). In addition, I am grateful for all those who stand by my side and helped to get my thesis done, especially, Dr. Kim Miller from The Department of Health Education for her help, Dr. Phil Anton, from the Department of Kinesiology for his help, and Afroza Hasin, M.S. from the department of Nutrition for her help. Additionally, I want to thank the 101classes’ instructors, especially, Bethany Keys, Jessica Goodman, Samantha Eldridge, Dania Renee Laubach, and Heather Carney from the Department of Health Education for their help during conducting my survey. Also, I want to thank Maurici Lopez Felip, Jordan Dean Kurth, and Richard Crossley from the Department of Kinesiology for their great help. Finally, I am thankful for all my friends and their families in the USA who were keeping me in their thoughts and prayers, especially, Emily Worthen who was a great help and stood by my side motivating me and helping me to complete my thesis. And I really am thankful for all my friends and my family in Iraq who were praying for me. At last, for all of you who helped me, thanks a lot and your help and time are greatly appreciated! iv TABLE OF CONTENTS CHAPTER PAGE ABSTRACT .................................................................................................................................... i DEDICATION ............................................................................................................................... iii ACKNOWLEDGMENTS ............................................................................................................. iv LIST OF TABLES ......................................................................................................................... vi LIST OF FIGURES ....................................................................................................................... xi CHAPTERS CHAPTER ONE – INTRODUCTION .........................................................................................1 CHAPTER TWO – LITRUTER REVIEW .................................................................................19 CHAPTER THREE – METHODOLOGY .................................................................................54 CHAPTER FOUR – RESULTS .................................................................................................69 CHAPTER FIVE – SUMMARY, DISSCUSSION, CONCLUSION, AND RECOMMENDATION ............................................................................................................126 REFERENCES ............................................................................................................................150 APPENDICES Appendix A – ENERGY DRINKS SURVEY ............................................................................172 Appendix B – EMAILS FOR 101 CLASSES’ GATEKEEPERS ...............................................180 Appendix C – A COVER LETTER ............................................................................................181 Appendix D – CONSENT FORM ..............................................................................................182 Appendix E – EMAILS FOR THE FINAL DRAWING WINNERS .........................................183 VITA ..........................................................................................................................................184 v LIST OF TABLES TABLE PAGE TABLE 1 ......................................................................................................................................... 26 TABLE 2 ......................................................................................................................................... 27 TABLE 3 ......................................................................................................................................... 35 TABLE 4 ......................................................................................................................................... 57 TABLE 5 ......................................................................................................................................... 63 TABLE 6 ......................................................................................................................................... 71 TABLE 7 ......................................................................................................................................... 72 TABLE 8 ......................................................................................................................................... 73 TABLE 9 ......................................................................................................................................... 75 TABLE 10 ....................................................................................................................................... 76 TABLE 11 ....................................................................................................................................... 77 TABLE 12 ....................................................................................................................................... 79 TABLE 13 ....................................................................................................................................... 80 TABLE 14 ....................................................................................................................................... 82 vi TABLE 15 ......................................................................................................................................