An Examination of Prescription Stimulant Misuse and Psychological Variables among Sorority and Fraternity College Populations

Autor/inn/en	Dussault, Crystal L.; Weyandt, Lisa L.
Titel	An Examination of Prescription Stimulant Misuse and Psychological Variables among Sorority and Fraternity College Populations
Quelle	In: Journal of Attention Disorders, 17 (2013) 2, S.87-97 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054711428740
Schlagwörter	Stimulants; Drug Abuse; Sororities; Fraternities; Undergraduate Students; Anxiety; Conceptual Tempo; Depression (Psychology); Attention Deficit Hyperactivity Disorder; Multivariate Analysis; Multiple Regression Analysis; Incidence + Suchen Sie Ihr Suchwort? Droge; Frauengruppe; Angst; Multivariate Analyse; Vorkommen
Abstract	Objective: The objective of this study was to examine nonmedical stimulant use among fraternity/sorority members and nonmembers and whether psychological variables (e.g., internal restlessness, depression, anxiety, and stress) were related to nonmedical stimulant use. Method: The sample consisted of 1,033 undergraduate students from five universities located in the northeastern, southeastern, northwestern, southwestern, and midwestern regions of the United States. Results: The findings revealed that fraternity and sorority members reported a higher rate of nonmedical stimulant use than nonmembers. In addition, regression analyses revealed that higher ratings of anxiety, stress, internal impulsivity, and internal restlessness significantly predicted nonmedical stimulant use. Conclusion: Current findings support further examination of nonmedical stimulant use among other college student subpopulations (i.e., athletic teams, honor societies, residence halls). In addition, there is a strong need to develop research-based intervention and preventive measures that target college populations identified as being at risk for nonmedical stimulant use. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10