Methods: Participants included n=173 control group participants who engaged in past-year NPS at screening and completed baseline and 6-month follow-up assessments as part of a larger brief intervention study targeting NPS. Participants completed measures assessing stimulant outcome expectancies, stimulant motives, frequency of engaging in NPS, and stimulant-related negative consequences during the past 6 months.
Results: Multiple regression analyses revealed that academic motives mediated the relationship between stimulant academic outcome expectancies and stimulant use and related consequences. However, recreational motives did not significantly mediate the relationship between stimulant recreational outcome expectancies and use and consequences.
Conclusions: These findings indicate that academic motives for engaging in NPS account for the relationship between academic-related stimulant expectancies and NPS and related negative consequences. Brief interventions and prevention campaigns targeting NPS among college students should correct misperceptions of the academic benefits of engaging in NPS and should provide alternative resources for improving study skills and time management.