PEER INFLUENCE, PSYCHOLOGICAL DISTRESS, AND SELF-EFFICACY AS PREDICTORS OF SUBSTANCE ABUSE AMONG UNIVERSITY STUDENTS IN NASARAWA STATE, NIGERIA

Abstract

Substance abuse among university students in Nigeria has been a significant health problem that threatens sustainable human development. This study investigated the analysis of peer influence, psychological distress, self-efficacy as determinants of substance abuse among University Students in Nasarawa State, Nigeria. A cross-sectional survey research design was used to select a sample of 156 substance abusers. Their demographic characteristics stands as male 110(70.5%), and female 46 (29.5%). Also, their age ranges from 19-46 years old. In addition to providing demographic data, participants responded to (5) standardized self-report, including socio-demographic questionnaires. Data was analyzed using appropriate descriptive and inferential statistics. On the whole, four hypotheses were formulated and inferentially tested at 0.05 level of significant, using simple linear and multiple regression analysis. Findings revealed that peer influence significantly and positively predict substance abuse (β = .299, t = 3.890; p <.000). In addition to the finding, psychological distress significantly predicts substance abuse (β = .389, t = 5.233; p<.000). On the other hand, there was a significant negative influence of self-efficacy on substance abuse (β = -.282, t = -3.648; p<.000). Lastly, result showed that peer influence, psychological distress and self-efficacy jointly predict substance abuse (R² = .325; F (3, 152) = 24.362; p<.000).  Furtherance to this result, observation of coefficient of determination accounted for 32.5% of the total variance observed in substance abuse among university students in Nigeria. Given these results, the study concluded that peer influence, psychological distress, and self-efficacy significantly and positively predict substance abuse among university students in Nigeria. In this light, workshops should be organized for students in Nigeria on psychosocial factors like peer influence, psychological distress, and self-efficacy in order to equip students with better life skills.