Additive behavior literacy in higher education students
DOI:
https://doi.org/10.29352/mill0211e.27653Keywords:
health literacy; higher education; additive behavioursAbstract
Introduction: Substance use results from students' desire to have a better performance at school, resist fatigue, reduce the impact of stress and academic failure or adaptation to higher education, and also implies new personal and social experiences, often assuming a central role in integration rituals.
Objectives: To determine whether sociodemographic, academic and contextual variables interfere with the literacy in Additive Behaviours in higher education students.
Methodology: Descriptive, analytical, cross-sectional and correlational study with a sample of 924 higher education students, with a mean age of 22.35 years, mostly female. Data were obtained through a protocol consisting of a questionnaire with sociodemographic data and an Additive Behavioural Literacy Scale (ELCA).
Results: Predominance of students with moderate literacy in addictive behaviours (42.2%), followed by those with low literacy (29.8%), with 28.0% showing high literacy. Male students are those with higher levels of literacy (M=75.50±19.24) compared to female students (M=75.49±19.36). The sociodemographic and academic variables that interfere with literacy in addictive behaviours in higher education students, are age (p=0.010), academic performance (p=0.028), and curriculum year (p=0.000).
Conclusion: The results point to formative intervention programs using multidisciplinary teams and active methodologies capable of empowering higher education students in this area. The use of technologies, virtual and interactive learning environments make the students' involvement in the formative process greater and, consequently, facilitate learning.
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