Literaturnachweis - Detailanzeige
Autor/in | Aikins, Ross D. |
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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 |
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 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). |
Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |