Exploring differences in academic motivation of secondary school students using and not using psychoactive substances in Buhweju District, Uganda

Abstract

Motivation happens to be one of the most important aspects that help students achieve their academic goals. However, certain maladaptive behaviours, like psychoactive substance use, can potentially dilute its achievements. The purpose of the study was to assess the differences in motivation among students who use psychoactive substances and those who do not. A cross-sectional design was employed involving 350 secondary school students from eight randomly and purposively selected schools in Buhweju District. Data was collected using a self-administered semi-structured questionnaire, processed and analysed using the Statistical Package for Social Scientists (SPSS, V. 27). The analytical strategy used t-tests of independent samples. There was no statistically significant differences in intrinsic academic motivation between the psychoactive drug use group, (M = 46.3, SD = 6.2) and the non-psychoactive drug using group (M = 45.7, SD = 7.1), t (343) = 0.8, p = 0.420. Similarly, there was no statistically significant differences in extrinsic academic motivation between the psychoactive drug use group, (M = 34.7, SD = 4.4) and the non-psychoactive drug using (M = 34.9, SD = 4.0), t (343) = -0.293, p = 0.770. However, respondents who reported psychoactive drug use had significantly higher levels of amotivation (M = 37.0, SD = 6.3) compared to those who did not (M = 34.7, SD = 6.8), t (343 ) = 3.28, p = 0.001. Both Intrinsic and extrinsic academic motivation did not differ significantly between secondary school students who engage in psychoactive drug use and those who do not. Students who engage in psychoactive drug use exhibited higher levels of amotivation compared to nonpsycho active drug users. Schools should develop motivational enhancement programs to support students with higher amotivation levels and reduce their likelihood of turning to psychoactive drug use and strengthening teacher-parent collaboration to ensure early identification and support for the amotivation at-risk students.