Substance use and Stress-Induced Cognitive Impairment: The Causes of Anxiety and Depression among College Students.

IF 0.8 Q4 Medicine
Avdi Avdija
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引用次数: 0

Abstract

This study sought to examine the effects of substance use and stress-induced cognitive impairment on anxiety and depression among college students. The data for this study came from a sample of 328 undergraduate students from a public university. The subjects in this study completed a 101-item self-administered questionnaire, which was part of a larger study on college stress. This study included not only students who are typically expected to seek help at the counseling centers, but it expanded to include self-reported cases of students who do not have documented problems of substance use or anxiety/depression. To address the main objective of this study, an eight-variable model was developed and tested for each of the two outcome variables: anxiety and depression. The results that emerged from this study show that both substance use and stress-induced cognitive impairment have a positive and a statistically significant effect on anxiety and depression in college students.

物质使用与应激性认知障碍:大学生焦虑和抑郁的成因。
本研究旨在探讨药物使用和压力引起的认知障碍对大学生焦虑和抑郁的影响。这项研究的数据来自一所公立大学的328名本科生。这项研究的受试者完成了一份包含101个项目的自我调查问卷,这是一项关于大学压力的大型研究的一部分。这项研究不仅包括那些通常期望在咨询中心寻求帮助的学生,而且还扩大了包括那些没有物质使用或焦虑/抑郁问题的学生的自我报告案例。为了解决本研究的主要目标,我们开发了一个八变量模型,并对焦虑和抑郁这两个结果变量进行了测试。本研究的结果表明,药物使用和压力引起的认知障碍对大学生的焦虑和抑郁都有积极的、统计学上显著的影响。
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来源期刊
JOURNAL OF DRUG EDUCATION
JOURNAL OF DRUG EDUCATION EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.00
自引率
0.00%
发文量
5
期刊介绍: Authoritative, peer-refereed publication affording a wide-ranging coverage of important trends and developments in the drug field. Whatever your area of special interest, the Journal of Drug Education brings timely, helpful information, insights and methodologies that can be adapted to various situations. Look to this Quarterly for critical analyses, innovative approaches, scholarly standards, and clear, concise reports on theoretical, research and programmatic issues.
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