Assessing Marijuana Use, Anxiety, and Academic Performance Among College Students

Wallis, Aaron L.; Gretz, David; Rings, Jeffrey A.; Eberle, Kiersten M.

doi:10.1002/jocc.12125

Cited by 7 publications

(6 citation statements)

References 31 publications

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“…Literature has emerged which addresses the opinions of all stakeholders on the role of anxiety especially in educational assessments. Most of them affirm that anxiety affects the learner's performance and may influence negative learning outcomes (Owan, Eno & Esuong, 2019;Amini, Amini & Reamen, 2019;Wallis, Gretz, Rings & Eberle, 2019). Previous and recent literatures focus on explaining the concept of test anxiety and its influence on educational outcomes (Trigueros, Padilla, Aguilar-Parra, Rocamora, Morales-Gázquez & López-Liria, 2020;Woldeab & Brothen, 2019;Riyazi, 2019).…”

Section: Introductionmentioning

confidence: 99%

Impact of Test Anxiety on Test Scores of Pre-service Teachers in Northern Cyprus

Ironsi¹

2020

IJEMDS

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A lot has been written with regards to the subject of anxiety and its role on influencing learning outcomes yet it seems the issue of anxiety is continuously debated by research and academic scholars. While teachers may think that issues of anxiety in education are either overhyped or overemphasized, learners think otherwise. To analyze the views of the preservice teacher on the concept of test anxiety especially on its influence on the academic performance of students, a mixed research design was adopted for this study. An experimental approach followed by semi-structured interviews were used to elicit information on the impact of test anxiety on the academic performance. A total of 42 participants were purposively chosen which were divided into 2 groups, A (control group) and B (experimental group). A reliable and validated post-test was administered where there was an induced stress on the experimental group before commencing an examination. The findings of this study argued that though test anxiety affected students test scores to a large extent, other possible factors were responsible for learner's test scores as well. The study suggests the need for rethinking ways through which examinations are organized to reduce incidence of test anxiety among test takers. The major limitation of the study was the small sample size. Thus, the use of a larger sample for future researches must be considered.

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Section: Introductionmentioning

confidence: 99%

Impact of Test Anxiety on Test Scores of Pre-service Teachers in Northern Cyprus

Ironsi¹

2020

IJEMDS

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“…While we did not find an association between marijuana use frequency (i.e., number of days marijuana used in the past 7 days) and GPA, our data show that students who answered the question with 'yes' reported lower GPAs compared with students who answered with 'no'. Arria et al (2015) did not find an association between marijuana use and GPA, whereas Meda et al (2017), Suerken et al (2016), Souza, Hamilton & Wright (2019), and Wallis et al (2019 all reported a negative relationship between marijuana use and academic success.…”

Section: Alcohol Smoking and Drugs Consumptionmentioning

confidence: 71%

“…The two most commonly abused substances among college students are alcohol and marijuana ( Meda et al, 2017 ). Both have been shown to be related to decreased academic performance in a number of published studies ( Wallis et al, 2019 ). Drug use is considered a major factor associated with inferior academic success and more frequent alcohol consumption is negatively correlated with GPA ( Arria et al, 2015 ; Conway & DiPlacido, 2015 ; Meda et al, 2017 ; Souza, Hamilton & Wright, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Student health behavior and academic performance

Reuter¹,

Forster²

2021

PeerJ

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Objective To explore the association between health behaviors and habits of university students and academic achievement. Participants Six hundred fourteen undergraduate students at a state university in the United States. Methods Students were invited over a 2-year period to participate in an anonymous online survey that asked questions concerning a wide range of health behaviors and habits; participants were asked to report their current grade point average (GPA). Standard Least Squares Models were used to examine differences in self-reported GPA across the different health behaviors and habits, with individuals as replicates. Results The study found positive associations between breakfast consumption, physical activity, and strength training and self-reported GPA, and negative associations between the hours of sleep per night, hours worked per week, fast food and energy drinks consumption, and use of marijuana, alcohol and electronic vaping products. Conclusions While there is an association for some of the studied health behaviors and habits with self-reported GPA, the effect sizes for these health behaviors were low. The significant effect of vaping on GPA as well as the increased use reported in this study indicates that the topic should be explored further. Furthermore, students should be educated on the potential positive and negative effects of health behavior choices to help them make better choices.

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“…There has also been attention in the literature to students’ health as a determinant of performance. Regarding student health and academic performance, Larson et al ( 2016 ) and Wallis et al ( 2019 ) both find strong relationships between GPA and psychological and physical health. Correlates include mental health history and marijuana use.…”

Section: Literaturementioning

confidence: 99%

“…Recent work in economics, educational psychology, and higher education have expanded and refined the list of student-based inputs affecting educational attainment and academic success to include the importance of personality characteristics (Schmitt et al 2009 ; Heckman and Kautz 2012 ; Richardson et al 2012 ; Kautz et al 2014 ; Caviglia-Harris and Maier 2020 ; Sweet et al 2019 ; and Martínez et al 2019 ), peers (Berthelon et al 2019 ; Pu et al 2020 ) and student health (Larson et al 2016 ; and Wallis et al 2019 ). Each of these categories of determinants represent a wide literature covering specific cases from practical intelligence (Schmitt et al 2009 ), grit (Fosnacht et al 2019 ), substance abuse (Wallis et al 2019 ), and stress from financial or family difficulties (Larson et al 2016 ).…”

Section: Literaturementioning

confidence: 99%

Semester Course Load and Student Performance

Huntington-Klein

Gill

2020

Res High Educ

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Many college students in the United States take longer than four years to complete their bachelor's degrees. Long time-to-degree can increase higher education costs by billions. Time-to-degree can be reduced if students take more credits each term. While academic momentum theory suggests that additional credits may also improve student performance, and there is a strong positive correlation between course load and student performance, high course load may reduce time investment in each course, giving high course load a negative causal effect on performance. Concern about the negative impact of course load on performance, especially for struggling students, may lead to pushback against policies to reduce time-to-degree by increasing course load. Using longitudinal data from a regional four-year university with a high average time-to-degree, we find no evidence that high course loads have a negative impact on student grades, even for students at the low end of the performance distribution. This result is consistent with a model where students substitute time away from non-education activities when their course loads increase.

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Assessing Marijuana Use, Anxiety, and Academic Performance Among College Students

Cited by 7 publications

References 31 publications

Impact of Test Anxiety on Test Scores of Pre-service Teachers in Northern Cyprus

Impact of Test Anxiety on Test Scores of Pre-service Teachers in Northern Cyprus

Student health behavior and academic performance

Semester Course Load and Student Performance

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