Journal
JOURNAL OF COLLEGE STUDENT DEVELOPMENT
Volume 52, Issue 5, Pages 560-576Publisher
JOHNS HOPKINS UNIV PRESS
DOI: 10.1353/csd.2011.0064
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This study explores the developmental implications of cognitive enhancement among college students. Data comes from interviews with a purposive sample of licit and illicit users of stimulant medications at a highly selective West Coast University. A semistructured protocol revolved around students' habits and perceptions relating to stimulant medication use. Key findings identify academic use justifications, diversion pathways, and frames use within a biopsychosocial development model that impacts perceived self-efficacy, suggesting that academic dependence may develop differently between licit/illicit users.
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