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'Cognitive Enhancers': A Qualitative Exploration of University Students' Experiences with Prescription Medicines for Academic Purposes

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Title: 'Cognitive Enhancers': A Qualitative Exploration of University Students' Experiences with Prescription Medicines for Academic Purposes
Language: English
Authors: Monnet, Fanny (ORCID 0000-0002-4983-9486), Ergler, Christina (ORCID 0000-0001-6924-7894), Pilot, Eva, Sushama, Preeti, Green, James (ORCID 0000-0002-7309-0751)
Source: Policy Futures in Education. Oct 2022 20(7):762-779.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Drug Use, Performance, Student Motivation, Student Attitudes, Risk Assessment, Cognitive Processes, Peer Influence, Stress Management, Stimulants, Achievement Need, Student Experience, Cognitive Ability
Geographic Terms: New Zealand
DOI: 10.1177/14782103211061951
ISSN: 1478-2103
Abstract: Qualitative work with students who use prescription medicines for academic purposes is limited. Thus, a more nuanced understanding of tertiary students' experiences is urgently needed. Our study -- which draws on five semi-structured interviews with New Zealand university students, complemented with information from local newspapers, blog entries and discussion forums -- reveals students' motivations and perceived effects, their risk perceptions and provides insights into the circumstances enabling the engagement with prescription medicines for academic purposes. Students were influenced by peers and social norms; and ideas about identity, morality and fairness also played a role for engaging with cognitive enhancers. Students used high levels of stress and workload to justify their use but took individual responsibility for their practices. By taking responsibility in this way, rather than considering it as a product of their environment, they buy into the neoliberal university discourse. Unexpectedly, some participants were already receiving medically justified psychopharmacological treatment but extended and supplemented this with nonmedical use. Others considered their use as being for academic emergencies, and that their low level of use helped manage risks. Overall, students viewed pharmacological cognitive enhancement for improving academic performance as cautious, safe, and morally acceptable. We argue in this paper that a local understanding of students' motivations, justifications and perceptions of pharmacological cognitive enhancement is required, to tailor policies and support systems better to their needs and behaviours.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1351729
Database: ERIC
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  Data: 'Cognitive Enhancers': A Qualitative Exploration of University Students' Experiences with Prescription Medicines for Academic Purposes
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  Data: <searchLink fieldCode="AR" term="%22Monnet%2C+Fanny%22">Monnet, Fanny</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4983-9486">0000-0002-4983-9486</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ergler%2C+Christina%22">Ergler, Christina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6924-7894">0000-0001-6924-7894</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pilot%2C+Eva%22">Pilot, Eva</searchLink><br /><searchLink fieldCode="AR" term="%22Sushama%2C+Preeti%22">Sushama, Preeti</searchLink><br /><searchLink fieldCode="AR" term="%22Green%2C+James%22">Green, James</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7309-0751">0000-0002-7309-0751</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Policy+Futures+in+Education%22"><i>Policy Futures in Education</i></searchLink>. Oct 2022 20(7):762-779.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Drug+Use%22">Drug Use</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Risk+Assessment%22">Risk Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Stimulants%22">Stimulants</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Need%22">Achievement Need</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
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  Data: 10.1177/14782103211061951
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  Data: 1478-2103
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  Data: Qualitative work with students who use prescription medicines for academic purposes is limited. Thus, a more nuanced understanding of tertiary students' experiences is urgently needed. Our study -- which draws on five semi-structured interviews with New Zealand university students, complemented with information from local newspapers, blog entries and discussion forums -- reveals students' motivations and perceived effects, their risk perceptions and provides insights into the circumstances enabling the engagement with prescription medicines for academic purposes. Students were influenced by peers and social norms; and ideas about identity, morality and fairness also played a role for engaging with cognitive enhancers. Students used high levels of stress and workload to justify their use but took individual responsibility for their practices. By taking responsibility in this way, rather than considering it as a product of their environment, they buy into the neoliberal university discourse. Unexpectedly, some participants were already receiving medically justified psychopharmacological treatment but extended and supplemented this with nonmedical use. Others considered their use as being for academic emergencies, and that their low level of use helped manage risks. Overall, students viewed pharmacological cognitive enhancement for improving academic performance as cautious, safe, and morally acceptable. We argue in this paper that a local understanding of students' motivations, justifications and perceptions of pharmacological cognitive enhancement is required, to tailor policies and support systems better to their needs and behaviours.
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        Value: 10.1177/14782103211061951
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      – SubjectFull: New Zealand
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