scholarly journals Nonmedical Use of Prescription Stimulants Among US High School Students to Help Study: Results From a National Survey

2018 ◽  
Vol 33 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Christian J. Teter ◽  
Christopher G. DiRaimo ◽  
Brady T. West ◽  
Ty S. Schepis ◽  
Sean Esteban McCabe
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Binge Drinking ◽  
High School Seniors ◽  
National Study ◽  
Grade Point ◽  
Prescription Stimulants ◽  
Study Results ◽  
Nonmedical Use

Objective: Mixed findings exist regarding extent and efficacy of nonmedical use of prescription stimulants (NMUPS) for study enhancement (SE). This national study of US high school seniors examined NMUPS for SE and addressed risk/benefit questions: To what extent are students reporting NMUPS specifically for SE, and do these individuals demonstrate fewer problem behaviors and superior academic performance? Method: Total of 15 098 US students surveyed (2009-2015) and divided into 4 subgroups: (1) no past-year NMUPS (nonusers), (2) past-year NMUPS to help study (NMUPS-SE only), (3) past-year NMUPS for study/nonstudy motives (NMUPS-SE+ other), and (4) past-year NMUPS for nonstudy motives (NMUPS-nonSE only). Student characteristics (eg, grade point average [GPA]) and substance-related problems (eg, binge drinking) compared between subgroups. Results: Among students who reported past-year NMUPS (n = 781), 7.4% reported NMUPS-SE only, 40.9% NMUPS-SE+ other, and 51.7% NMUPS-nonSE only. Odds of binge drinking, cigarette smoking, marijuana, and opioid nonmedical use significantly higher among all NMUPS subgroups. GPAs significantly lower among subgroups reporting NMUPS nonstudy motives; did not differ between NMUPS-SE only and nonusers. Conclusions: 7% of US high school seniors engaged in NMUPS for SE only (0.4% total population). Findings indicate greater substance-related problems without superior academic performance among NMUPS-SE subgroups.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Nonmedical Use of Prescription Stimulants and Analgesics: Associations with Social and Academic Behaviors among College Students

2008 ◽  
Vol 38 (4) ◽  
pp. 1045-1060 ◽  
Author(s):  
Amelia M. Arria ◽  
Kevin E. O'Grady ◽  
Kimberly M. Caldeira ◽  
Kathryn B. Vincent ◽  
Eric D. Wish
Keyword(s):  
College Students ◽  
High School ◽  
Prescription Drugs ◽  
High Risk Group ◽  
First Year ◽  
Lower Grade ◽  
Grade Point ◽  
Prescription Stimulants ◽  
Nonmedical Use ◽  
First Year College Students

Nonmedical use of prescription stimulants and analgesics was assessed from personal interviews with a stratified random sample of 1,253 first-year college students ages 17 to 20 attending a large public university (86% response rate). Lifetime and past-year prevalence of nonmedical use of stimulants, analgesics, or both was 19.6%wt and 15.6%wt, respectively. Nonmedical users had significantly lower grade point averages (GPAs) in high school as compared with nonusers; in college they skipped classes more often, spent more time socializing, and spent less time studying. For example, nonmedical users of both stimulants and analgesics skipped 21 % of their college classes whereas nonusers skipped 9%. Controlling for high school GPA and other factors, past-year nonmedical use independently predicted lower college GPA by the end of the first year of college; this effect was partially mediated by skipping more classes. Nonmedical users of prescription drugs comprise a high-risk group for academic problems in college.

Incidence and Outcomes of Dating Violence Victimization Among High School Youth: The Role of Gender and Sexual Orientation

2015 ◽  
Vol 33 (9) ◽  
pp. 1472-1490 ◽  
Author(s):  
Katie M. Edwards
Keyword(s):  
High School ◽  
At Risk ◽  
Academic Performance ◽  
High School Students ◽  
Sexual Orientation ◽  
Binge Drinking ◽  
Dating Violence ◽  
Survey Study ◽  
Male Victims ◽  
Poor Academic Performance

The purpose of this study was to examine rates of dating violence (DV) victimization and DV victimization outcomes as a function of sex and sexual orientation. Participants were 25,122 high school students who participated in the 2013 New Hampshire Youth Risk Behavior Survey study. Heterosexual youth, especially heterosexual male youth, were less likely to report experiencing physical and sexual DV victimization than lesbian, gay, bisexual, and questioning (LGBQ) girls and boys. Among LGBQ girls and boys, there was little variability in rates of DV victimization with the exception of questioning boys being significantly more likely to experience physical and sexual DV victimization than several other LGBQ sub-groups. Furthermore, LGBQ DV victims reported worse outcomes than heterosexual DV victims on measures of depression, binge drinking, and poor academic performance. At the sub-group level, bisexual and questioning female victims were most at risk for depression; bisexual and questioning male victims were most at risk for binge drinking; bisexual male victims were most at risk for poor academic performance. The findings underscore the importance of better understanding variability in DV incidence and outcomes within the LGBQ population and using this information to inform clinical intervention and prevention efforts.

The Role of Noncognitive Factors in Predicting Academic Trajectories of High School Students in a Selective Private School

2016 ◽  
Vol 32 (1) ◽  
pp. 84-94 ◽  
Author(s):  
Catalina V. Mourgues ◽  
Sascha Hein ◽  
Mei Tan ◽  
Ray Diffley III ◽  
Elena L. Grigorenko
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Private School ◽  
Self Efficacy ◽  
Latent Class ◽  
Standardized Test ◽  
School Level ◽  
Grade Point ◽  
Noncognitive Factors

Abstract. Compared to the vast literature on the cross-sectional relationships between cognitive and noncognitive factors and academic performance across all stages of schooling, relatively few studies have explored these relationships longitudinally at the high school level, especially in students who exhibit high academic performance. In this study, surveys of self-efficacy, locus of control, and intrinsic motivation were administered to 8,586 applicants to a prestigious private college-preparatory high school during the admissions process; simultaneously, standardized test scores (SSAT) were obtained. Enrolled and nonenrolled students were compared on prior academic performance and noncognitive measures. Further, noncognitive variables and trajectories of GPA (grade point averages) across 4 years (12 time points) were explored among the enrolled students (n = 818). The enrolled students, compared to the nonenrolled, showed advantageous scores on all measures. Also the relationships between noncognitive measures and academic performance were more weak between the enrolled than the nonenrolled students. Finally, a latent class growth analysis showed four trajectories of academic performance among the enrolled students. The only noncognitive measure distinguishing the students in different trajectories was anxiety about their own self-efficacy. The differences in the relationships between noncognitive measures and academic performance in high-achieving students in a high performance environment will be discussed.

Alcohol consumption and academic performance among higher secondary students in Thimphu, Bhutan

2016 ◽  
Vol 2 (2) ◽  
pp. 1-5 ◽  
Author(s):  
Tashi Dendup
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Binge Drinking ◽  
Secondary Students ◽  
Age Of Onset ◽  
School Students ◽  
Grade Point ◽  
Males And Females ◽  
Structured Questionnaire

Introduction: Despite known alcohol abuse among adolescence, precise information on the prevalence and pattern of drinking in Bhutan remain sparse. This study, therefore, assesses the pattern of alcohol drinking and consequences including its effects on academic performance among high school students in Thimphu. Methods: Multistage random sampling was employed and a survey was conducted in November 2014 using a self-administered semi-structured questionnaire. A total of 403 students were invited, however, 3 students were absent during the time of survey and 13 respondents were rejected due to incompleteness of the questionnaire. Thus, the findings are based on a sample size of 387. Results: Prevalence of long term alcohol drinkers were 38.8% and 26.6% were current drinkers. The mean age of onset of alcohol use was 15.5 (± 2.6). Binge drinking (greater than or less than four times a week) and GPA (Grade Point Average) were significantly  orrelated (p less than or equal to 0.01, r = - 0.120). Therefore, students involved in binge drinking greater than or equal to four times a week are likely to obtain less GPA. Conclusions: Students, comprising both males and females, drink alcohol and those who are involved in frequent binge drinking are more likely to have lower GPA.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Emotional intelligence and academic motivation in high school students with adequate grade point average

Nova Scientia ◽  
2020 ◽  
Vol 12 (24) ◽  
Author(s):  
Norma Amador-Licona ◽  
Juan Manuel Guízar-Mendoza ◽  
Irma Briceño-Martínez ◽  
Biviana Alexandra Rodríguez-Bogarín ◽  
Luis Manuel Villegas-Elizarrarás
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
Stress Management ◽  
Grade Point Average ◽  
Academic Motivation ◽  
School Students ◽  
Grade Point ◽  
Emotional Quotient

Introduction: In many populations and school grades, the academic performance has been compared in students according to their sex. Emotional intelligence has been related to academic performance, however even in students with adequate grade point average, this and other variables such as motivation, could be involved. The objective was to evaluate the relationship between emotional intelligence and academic motivation in men and women students with adequate grade point average.Method: We performed a cross sectional study in 119 high school students (75 women and 44 men) from the Universidad De La Salle Bajio. The Emotional Quotient Inventory in its Version for Adolescents was applied. In each participant the average educational school level and academic performance was obtained.Results: In women higher grade point average and academic performance but lower stress management and general mood than in men were found. Academic motivation (r=0.24; p= 0.008), stress management (r=0.18; p= 0.05), adaptability (r=0.19; p= 0.03) and total emotional quotient (r=0.19; p= 0.03) were positively related to academic performance, while age was negative related to academic performance (r=-0.23; p= 0.01). Academic motivation was the only variable related to both, grade point average (r=0.21; p= 0.02) and academic performance in the entire group. In men, no variables related to grade point average were found. However, academic motivation (r=0.35; p= 0.02), interpersonal intelligence (r=0.33; p= 0.02), stress management (r=0.32; p= 0.03), adaptability (r=0.52; p= 0.0001), general mood (r=0.40; p= 0.006), positive impression (r=0.31; p= 0.04) and total emotional quotient (r=0.43; p= 0.003) were all positively related to academic performance. In women only stress management was related to grade point average and academic performance (r=0.23 and r= 0.24; p=0.04 in both cases), respectively.Discussion or Conclusion: The results show higher academic performance in women than in men, even in those students with adequate academic performance. Emotional intelligence participates in different mode by sex in high school students and only stress management seems to be related to academic performance in women. So, these results are useful to focus on programs and counselling in this population to increase emotional competences and academic motivation.

Nonmedical use of prescription stimulants to help study among U.S. high school seniors

2014 ◽  
Vol 140 ◽  
pp. e138-e139 ◽  
Author(s):  
Sean E. McCabe ◽  
C.G. DiRaimo ◽  
J.P. Grayson ◽  
B.T. West ◽  
C.J. Teter
Keyword(s):  
High School ◽  
High School Seniors ◽  
Prescription Stimulants ◽  
Nonmedical Use

Racial and Linguistic Status Differences in the Effect of Interscholastic Sport Participation on School Engagement and Academic Performance Among High School Students

2018 ◽  
Vol 123 (2) ◽  
pp. 452-471 ◽  
Author(s):  
Hyejin Bang ◽  
Mido Chang ◽  
Cindy Lee
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Grade Point Average ◽  
White Students ◽  
School Engagement ◽  
Sport Participation ◽  
School Students ◽  
Grade Point ◽  
Interscholastic Sport

The purpose of the study was to examine whether the effects of interscholastic sport participation on academic performance and school engagement vary by race and linguistic status of high school students. High school participants ( n = 16,200) were selected from the Education Longitudinal Study: 2002, a nationally representative database. Results of a structural equation model showed that Asian, black, and Hispanic students’ interscholastic sport participation had a positive effect on grade point average, while the effect was not significant for white students. However, white students’ interscholastic sport participation was likely to have a positive, indirect effect on grade point average through their engagement in school. The results showed no linguistic status variation in the effects of interscholastic sport participation on school engagement and grade point average. The findings suggest that supporting high school students in school-sponsored extracurricular sport programs should be continued, highlighting the important role of schools in shaping the proper educational environment for sport participation.

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