Historique
Article de Périodique
Students' stimulant use for cognitive enhancement: A deliberate choice rather than an emotional response to a given situation (2021)
Auteur(s) :
PONNET, K. ;
THOLEN, R. ;
DE BRUYN, S. ;
WOUTERS, E. ;
VAN OUYTSEL, J. ;
WALRAVE, M. ;
VAN HAL, G.
Année
2021
Page(s) :
art. 108410
Langue(s) :
Anglais
Domaine :
Autres substances / Other substances
Thésaurus géographique
BELGIQUE
Thésaurus mots-clés
TDAH
;
MILIEU ETUDIANT
;
STIMULANTS
;
PERFORMANCE
;
JEUNE
;
SEXE
;
MEDICAMENTS
;
MESUSAGE
;
ATTITUDE
;
MODELE
;
METHYLPHENIDATE
;
NORME
;
FACTEUR PREDICTIF
Résumé :
Background: Prescription stimulants such as methylphenidate are usually prescribed to treat attention deficit (and hyperactivity) disorders (ADHD). Recently, these drugs have gained popularity among college students, because of the belief that they can help improve academic performance.
Objectives: This study assessed whether engaging in nonmedical use of prescription stimulants for cognitive enhancement is a rational or a more spontaneous decision-making process.
Method: A survey was conducted among 661 students (63.5% females, n = 420, Mage = 21.40). Data were analyzed using structural equation modeling.
Results: A total of 15.9% (n = 105) of the students had previously taken stimulants to improve their academic performance. The use of stimulants was significantly higher among males (22.4%) than females (12.1%). Positive attitudes toward stimulant use for cognitive enhancement were strongest related to students’ intention to take stimulants for increasing their academic performance, followed by the norm of parents. Additionally, the more the students identified themselves with the prototype of a student using stimulants for cognitive enhancement, the more likely they were to be willing to misuse stimulants.
Conclusions: The findings suggest that using stimulants for cognitive enhancement is a rational choice rather than an unplanned one.
Highlights:
• Students' use of stimulants for enhancing academic performance is mainly the result of rational decision-making.
• Students' attitude toward stimulant use for cognitive enhancement and the norm of the parents are strong predictors.
• Similarity is positively related with the willingness to take stimulants for enhancing academic performance.
• There are significant differences between male and female students with regard to stimulant use.
Objectives: This study assessed whether engaging in nonmedical use of prescription stimulants for cognitive enhancement is a rational or a more spontaneous decision-making process.
Method: A survey was conducted among 661 students (63.5% females, n = 420, Mage = 21.40). Data were analyzed using structural equation modeling.
Results: A total of 15.9% (n = 105) of the students had previously taken stimulants to improve their academic performance. The use of stimulants was significantly higher among males (22.4%) than females (12.1%). Positive attitudes toward stimulant use for cognitive enhancement were strongest related to students’ intention to take stimulants for increasing their academic performance, followed by the norm of parents. Additionally, the more the students identified themselves with the prototype of a student using stimulants for cognitive enhancement, the more likely they were to be willing to misuse stimulants.
Conclusions: The findings suggest that using stimulants for cognitive enhancement is a rational choice rather than an unplanned one.
Highlights:
• Students' use of stimulants for enhancing academic performance is mainly the result of rational decision-making.
• Students' attitude toward stimulant use for cognitive enhancement and the norm of the parents are strong predictors.
• Similarity is positively related with the willingness to take stimulants for enhancing academic performance.
• There are significant differences between male and female students with regard to stimulant use.
Affiliation :
Faculty of Social Sciences, Department of Communication Sciences, imec-mict-Ghent University, Ghent, Belgium