Academic Performance Enhancement: A Qualitative Study of the Perceptions and Habits of Prescription Stimulant-Using College Students

Autor/in	Aikins, Ross D.
Titel	Academic Performance Enhancement: A Qualitative Study of the Perceptions and Habits of Prescription Stimulant-Using College Students
Quelle	In: Journal of College Student Development, 52 (2011) 5, S.560-576 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2011.0064
Schlagwörter	College Students; Stimulants; Self Efficacy; Attention Deficit Disorders; Drug Use; Academic Achievement; Interviews; Student Attitudes; Social Development; Qualitative Research; Drug Addiction; Attention Deficit Hyperactivity Disorder + Suchen Sie Ihr Suchwort? Collegestudent; Droge; Self-efficacy; Selbstwirksamkeit; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Drug consumption; Substance abuse; Drogenkonsum; Schulleistung; Interviewing; Interviewtechnik; Schülerverhalten; Soziale Entwicklung; Qualitative Forschung; Drug dependence; Drug consomption; Drogenabhängigkeit
Abstract	This study explores the developmental implications of cognitive enhancement among college students. Data comes from interviews with a purposive sample of licit and illicit users of stimulant medications at a highly selective West Coast University. A semistructured protocol revolved around students' habits and perceptions relating to stimulant medication use. Key findings identify academic use justifications, diversion pathways, and frames use within a biopsychosocial development model that impacts perceived self-efficacy, suggesting that academic dependence may develop differently between licit/ illicit users. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10