Study Strategies and "Study Drugs": Investigating the Relationship between College Students' Study Behaviors and Prescription Stimulant Misuse

Autor/inn/en	Holm, Abby Johnson; Hausman, Hannah; Rhodes, Matthew G.
Titel	Study Strategies and "Study Drugs": Investigating the Relationship between College Students' Study Behaviors and Prescription Stimulant Misuse
Quelle	In: Journal of American College Health, 70 (2022) 4, S.1094-1103 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holm, Abby Johnson)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2020.1785472
Schlagwörter	Study Habits; Undergraduate Students; Drug Abuse; Stimulants; Predictor Variables; Student Characteristics + Suchen Sie Ihr Suchwort? Study behavior; Study behaviour; Studienverhalten; Droge; Prädiktor
Abstract	Objective: The current study examined the regular use of study strategies between college students who misused prescription stimulants (N = 36) and college students who did not misuse prescription stimulants (N = 298) in an undergraduate sample. Participants: 334 college students at a large, Midwestern university. Methods: Using logistic regression, we examined whether students who misused prescription stimulants did so to compensate for poor study strategies and/or a lack of study strategies overall. We hypothesized that regularly spacing studying, using more study strategies, and using more effective study strategies would predict lower odds of prescription stimulant misuse among students. In contrast, we hypothesized that using more ineffective study strategies would predict higher odds of prescription stimulant misuse. Results: Results indicated that a greater number of total study strategies and effective study strategies, and higher importance of school predicted higher odds of prescription stimulant misuse. Conclusions: Thus, students may not be misusing prescription stimulants as a substitute for effective studying but, rather, to augment effective study habits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01