Is Greek Affiliation a Prescription for Drug Abuse? Examining Misuse of Prescription Stimulants and Downers in High School and College

Autor/inn/en	Witcraft, Sara M.; Smith, C. Veronica; Pollard, M. Ann; Dixon, Laura J.
Titel	Is Greek Affiliation a Prescription for Drug Abuse? Examining Misuse of Prescription Stimulants and Downers in High School and College
Quelle	In: Journal of American College Health, 68 (2020) 7, S.678-682 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Witcraft, Sara M.) ORCID (Smith, C. Veronica) ORCID (Dixon, Laura J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2019.1623803
Schlagwörter	Drug Abuse; High Schools; Comparative Analysis; Sororities; Fraternities; Group Membership; Student Attitudes; Undergraduate Students; Stimulants; Narcotics; State Universities + Suchen Sie Ihr Suchwort? High school; Oberschule; Frauengruppe; Gruppenzugehörigkeit; Schülerverhalten; Droge; Narcotic; Betäubungsmittel; Staatliche Universität
Abstract	Objective: Compared to nonaffiliated students, Greek students engage in higher rates of prescription drug abuse (PDA). We examined PDA among Greek students compared to non-Greek students, and whether PDA in high school predicted joining a Greek organization in college. Participants: From November to December 2014, 509 undergraduate students at a large, southeastern institution participated in an online survey. Methods: Stratified random sampling with academic classification as the strata; chi-square analyses were conducted to test study hypotheses. Results: Greek students were no more likely than non-Greek students to ever engage in overall PDA. However, Greek students were significantly more likely to report abuse of stimulants, but not downers, in college and in high school. Conclusions: Future research to examine individual types of prescription drugs abused in high school and their affiliation with PDA among Greek students, compared to non-Greek students, in college is warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01