Abstract

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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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 560-576
Launched on MUSE
2011-09-24
Open Access
No
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