Substance use for coping with academic pressure and increasing performance

Abstract

Background: The aim of this study was to understand the use of cognitive enhancing drugs amongst university students in New Zealand to both cope with the demands of the academic environment and boost performance. Methods: 685 students participated in an online cross-sectional survey. They were asked about their lifetime and current use of cognitive enhancing drugs, their reasons for use, and their attitudes towards different substances. A further 20 participants were recruited for semi-structured interviews and review of social media posts in the run up to final examinations. Findings: Caffeine (69%) and vitamins (31%) were the most commonly used substances, with 4% using prescription stimulants (mostly methylphenidate). Males, and those studying more competitive courses were more likely to use prescription stimulants. The qualitative results illustrate substance use in a broader context of strategies for coping with the pressures of academic environments. Discussion: Students use multiple strategies to cope with university study and to enhance their academic performance. Risky behaviour was relatively uncommon, but better understanding the context in which this occurs and positive alternatives will guide future interventions.