Relationship Between Mindfulness, Academic Anxiety, and Substance Use Among Undergraduate Students

Abstract

This study examined the relationship between mindfulness, academic anxiety, and substance use among undergraduate students in selected tertiary institutions in Enugu State, Nigeria. The study was necessitated by the growing concern over substance use among students and its negative effects on academic performance and psychological well-being. A correlational research design was adopted for the study. The participants consisted of 194 undergraduate students, comprising 107 females and 87 males, with a mean age of 20.76 years (SD = 2.62), selected through multi-stage sampling techniques from the University of Nigeria, Enugu Campus, Enugu State University of Science and Technology, and Institute of Management and Technology. Data were collected using the Drug Abuse Screening Test (DAST-10), Academic Anxiety Scale, and Kentucky Inventory of Mindfulness Skills. Pearson Product-Moment Correlation was used for data analysis. Findings showed that mindfulness had a significant negative relationship with substance use (r = -.17, p < .01), while academic anxiety did not significantly relate to substance use (r = -.10, p > .05). The study concluded that mindfulness is Introduction a protective factor against substance use among undergraduate students. It was recommended that tertiary institutions introduce mindfulness-based intervention programmes to promote healthier coping strategies and reduce substance use among students.