Drug Misuse Among University Students in the UK: Implications for Prevention

Bennett, Trevor; Holloway, Katy

doi:10.3109/10826084.2013.846378

Cited by 36 publications

(57 citation statements)

References 12 publications

(16 reference statements)

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“…According to the risk categories proposed by the WHO, 6.9% of the students can be considered hazardous drinkers (AUDIT ≥8). This prevalence is high for adult students belonging to higher educational levels, and moreover studying university degrees in health sciences, and supports the findings of recent studies developed among university students regarding the use of alcohol [30][31][32][33], cannabis [31,33,34], and other illicit drugs [31][32][33][34][35]. A study performed among Mexican university students suggested different factors associated with changes in role and status, friendship, and increased autonomy as reasons for alcohol use after entering university [32].…”

Section: Discussionsupporting

confidence: 82%

Alcohol and Drug Use in European University Health Science Students: Relationship with Self-Care Ability

Colomer-Pérez

Chover-Sierra

Navarro-Martínez

et al. 2019

IJERPH

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Background: Drug abuse in university students is an emerging social and health issue. The present study assesses alcohol and abuse of other illicit drugs and the adverse consequences related to such use and its relationship with self-care agency among European university students. Methods: A multicenter cross-sectional study was performed among 592 European students from different health science degrees. The screening of alcohol abuse was evaluated with the Alcohol Use Disorder Test (AUDIT), and the screening for substance-related risks and problems was conducted with the Car, Relax, Alone, Forget, Friends, Trouble (CRAFFT) screening test. We analyzed the relationship of substance abuse with self-care agency, assessed by the Appraisal of Self-Care Agency Scale (ASA). Results: 51.4% of the surveyed students reported alcohol intake, 16.6% of the students consumed both alcohol and cannabis, 1.6 % reported alcohol and other illicit drugs, and 3.7% consumed alcohol, marijuana, and other illicit drugs (73.3% of students reported alcohol intake alone or together with cannabis/hashish and/or other illicit drugs). The self-care agency scores were significantly different among groups in relation to certain sociodemographic factors such as gender (p = 0.008) and country of residence (p = 0.031). The self-care agency scores significantly correlated (p = 0.001) with the personal motivations and consequences related to the consumption of drugs of abuse evaluated by the CRAFFT screening tool. Within the ASA domains, the most significant effects were observed regarding the subdomains of resources, awareness, and health behaviors. Conclusions: Self-care agency should be promoted to counteract the health and social consequences of the consumption of drugs of abuse among university students who will be future health care professionals.

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Section: Discussionsupporting

confidence: 82%

Alcohol and Drug Use in European University Health Science Students: Relationship with Self-Care Ability

Colomer-Pérez

Chover-Sierra

Navarro-Martínez

et al. 2019

IJERPH

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“…Digital devices have been used in the delivery of many different interventions for various health behaviours, including alcohol consumption, tobacco smoking, and illicit substance use [1][2][3][4][5][6]. Third-level students are a particularly underserved population in this area of research [7,8], despite being vulnerable to the use of illicit substances [8,9]. We define third-level students as individuals who have completed statutory formal education (such as secondary/high-school) and are pursuing further education in an institution such as a college, university or institute of technology.…”

Section: Introductionmentioning

confidence: 99%

“…We define third-level students as individuals who have completed statutory formal education (such as secondary/high-school) and are pursuing further education in an institution such as a college, university or institute of technology. Internationally, just under a quarter of third-level students report current use of an illicit substance [7,[9][10][11]. The harms from illicit substance use are broad; affecting both mental and physical health [7,[12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

“…Internationally, just under a quarter of third-level students report current use of an illicit substance [7,[9][10][11]. The harms from illicit substance use are broad; affecting both mental and physical health [7,[12][13][14][15][16]. In addition, third-level students are at risk of many academic-related negative outcomes including missing classes [14] and receiving lower grades [12], an increase in drop-out rates [17][18][19][20], delayed graduation [18], expulsion or suspension [12], and failure to attain a degree [21].…”

Section: Introductionmentioning

confidence: 99%

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The Design of a Digital Behaviour Change Intervention for Third-Level Student Illicit Substance Use: A Persona Building Approach

Dick¹,

Heavin²,

Vasiliou³

et al. 2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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Illicit substance use among third-level students is an issue of increasing concern. Digital behavioural change interventions have been developed to target this population, but reports of their effectiveness are mixed. The importance of end-user involvement in digital intervention development has been well established, but it appears that many interventions in this area did not engage end-users during development. This absence may have affected engagement, undermining their potential effectiveness. This paper describes the process and contributions of a persona-building approach in the development of a digital behaviour change intervention tailored to the needs of third-level students. Nine exploratory persona-building workshops were carried out with 31 students, and 7 project team members to develop personas for heavy, occasional and nonsubstance using third-level students. Early analysis has identified five archetypes which will contribute to the design of an acceptable and user-friendly intervention, and to the identification of targeted behavioural change techniques.

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“…Peningkatan tekanan akademik pada tahun pertama akan mempengaruhi pencapaian purata keseluruhan markah gred akademik (GPA) pada tahun-tahun berikutnya (Wintre & Yaffe, 2000). Tekanan akademik yang semakin meningkat juga menyebabkan pelajar universiti cenderung untuk hilang keyakinan diri (Tao et al, 2000;Dwyer & Cummings, 2001), mengalami depresi, kemurungan dan terjebak dalam masalah tingkah laku negatif (Deb, Stoudl & Sun, 2015;King, Vidowel & Sigh, 2014;Bennett & Holloway, 2014).…”

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Persepsi tekanan akademik dan kesejahteraan diri di dalam kalangan pelajar universiti di Serdang, Selangor

Johari

Ahmad

2019

EJOSS

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AbstrakKajian ini telah dijalankan untuk menentukan perkaitan antara persepsi tekanan akademik dengan kesejahteraan diri dalam kalangan pelajar universiti di Serdang, Selangor. Seramai 400 orang pelajar telah dipilih sebagai responden kajian dan data dikumpul menggunakan borang soal selidik yang diisi sendiri oleh responden. Skala Personal Wellbeing Index -Adult (PWI-A) oleh Cummins (2013) digunakan untuk mengukur tahap kesejahteraan diri pelajar universiti. Pesepsi tekanan akademik pula telah diukur dengan menggunakan Perception of Academic Stress Scale (PAS) oleh Bedewy dan Gabriel (2015) yang mempunyai empat sub-skala iaitu tekanan prestasi, persepsi bebanan kerja, persepsi diri akademik dan kekangan masa. Hasil kajian menunjukkan terdapat perkaitan yang signifikan antara persepsi diri akademik (r = 0.247**, p ≤ 0.05) dan kekangan masa (r = 0.179**, p ≤ 0.05) dengan kesejahteraan diri pelajar universiti. Kajian ini membuktikan persepsi diri akademik merupakan faktor peramal yang paling kuat dalam menentukan kesejahteraan diri pelajar universiti (β = 0.230). Ini bermaksud kesejahteraan diri pelajar universiti amat dipengaruhi oleh faktor bagaimana mereka mempersepsi diri dari aspek akademik. Keyakinan tinggi seseorang pelajar terhadap kemampuan akademiknya boleh menjadi motivasi kepada usaha yang difokuskan untuk mencapai kejayaan. Persepsi diri akademik yang positif memudahkan seseorang pelajar menyesuaikan diri dengan persekitaran dan kaedah pembelajaran di university. Kata Kunci kesejahteraan diri, pelajar universiti, tekanan akademik AbstractThis study was conducted to determine the correlation between the perceptions of academic stress with the well-being of university students in Serdang, Selangor. A total of 400 university students were selected as respondents for the study and data was gathered using a self-administered questionnaire. The Personal Wellbeing Index-Adult (PWI-A) by Cummins (2013) was used to measure the university student's level of well-being. Academic stress was measured using the Perception of Academic Stress Scale (PAS) by Bedewy & Gabriel (2015) which consists of four sub-scales: pressure to perform, work-load perception, academic self-perception, and time restraint. The results showed that there was a significant correlation between the pressure to perform (r = 0.247**, p ≤ 0.05), and time restraint (r = 0.179**, p ≤ 0.05) with the university student's wellbeing. The study proved that academic self-perception (β = 0.230) was the strongest predictor of the university student 's well-being (β = 0.230, r² = 0.120). This means that university students' well-being was influenced by how they perceived themselves academically. A student's high confidence in his academic ability can be a motivation to focus effort on achieving success. Positive academic self-perception facilitates student's adjustment with the university's environment and learning styles.

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Drug Misuse Among University Students in the UK: Implications for Prevention

Cited by 36 publications

References 12 publications

Alcohol and Drug Use in European University Health Science Students: Relationship with Self-Care Ability

Alcohol and Drug Use in European University Health Science Students: Relationship with Self-Care Ability

The Design of a Digital Behaviour Change Intervention for Third-Level Student Illicit Substance Use: A Persona Building Approach

Persepsi tekanan akademik dan kesejahteraan diri di dalam kalangan pelajar universiti di Serdang, Selangor

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