Substance Use, Academic Performance, and Academic Engagement among High School Seniors

Autor/inn/en	Bugbee, Brittany A.; Beck, Kenneth H.; Fryer, Craig S.; Arria, Amelia M.
Titel	Substance Use, Academic Performance, and Academic Engagement among High School Seniors
Quelle	In: Journal of School Health, 89 (2019) 2, S.145-156 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12723
Schlagwörter	Substance Abuse; Academic Achievement; Correlation; Grade 12; Truancy; Grades (Scholastic); Self Efficacy; Smoking; Student Attitudes; Drinking; Drug Use; Learner Engagement; Prevention; High School Seniors + Suchen Sie Ihr Suchwort? Drug use; Drug consomption; Drogenkonsum; Schulleistung; Korrelation; School year 12; 12. Schuljahr; Schuljahr 12; Schulabsentismus; Schulschwänzen; Schulverweigerung; Notenspiegel; Self-efficacy; Selbstwirksamkeit; Rauchen; Schülerverhalten; Trinken; Drug consumption; Substance abuse; Prävention; Vorbeugung
Abstract	Background: Substance use is prevalent and is associated with academic performance among adolescents. Few studies have examined the association between abstinence from all substances and academic achievement. Methods: Data from a nationally representative sample of 9578 12th graders from the 2015 Monitoring the Future survey were analyzed to examine relationships between abstinence from substance use and 4 academic variables: skipping school, grades, academic self-efficacy, and emotional academic engagement. Participants were categorized as lifetime non-users, former users, and past-year users based on the use of 14 substances. Results: Approximately one-fourth of participants had never used cigarettes, alcohol, or other drugs during their lifetime, and 8%[subscript wt] used at least one substance during their lifetime but not during the past year. Adjusting for demographic variables, past-year substance users had 2.71 greater odds of skipping school during the past month than lifetime non-users and 1.74 greater odds of having low grades. Lifetime non-users reported greater academic self-efficacy and emotional academic engagement than past-year users. Conclusions: Many 12th graders have abstained from all substance use during their lifetime, and these adolescents experience better academic outcomes than their substance-using peers. Substance use prevention programs should be evaluated as a way to promote academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01