Tesfa Tilahun, Mossie Tilahun Belete, Tadesse Meseret, Guracho Yonas Deressa, Munie Birhanu Mengist
Department of Psychiatry, Motta General Hospital, Amhara Regional Health Bureau, Motta, Ethiopia.
Department of Psychiatry, College of Medicine and Health Sciences, Bahir Dar University, Bahir Dar, Ethiopia.
Front Psychiatry. 2025 Apr 10;16:1452018. doi: 10.3389/fpsyt.2025.1452018. eCollection 2025.
Academic performance measures student achievement and is assessed using school exams and ongoing evaluations. Regular khat consumption can negatively affect neurocognitive function, decision-making, and problem-solving abilities, leading to decreased academic achievement, especially in Ethiopia. This study aimed to assess academic performance and associated factors among khat chewer and non-khat chewer high school students in Motta in northwestern Ethiopia in 2023.
A comparative cross-sectional study was conducted between April 26, and June 10, 2023, among 663 high school students, of whom 221 were khat chewers and 442 were non-chewers. A multistage sampling method was used to select participants. A structured, self-administered questionnaire was used to assess students' academic performance. Data were analyzed using IBM SPSS version 25. Ordinal logistic regression analysis was performed at P < 0.05 with a 95% confidence interval to identify statistically significant variables.
The study participants, 45 (20.7%) Khat chewers and 41 (9.4%) non-chewers, had failed/poor academic performance. Of the students who scored less than 50% on one subject, 83 were (38.2%) khat chewers and 107 (24.6%) were non-chewers. The mean of academic performance was 59.82 and 66.45 for khat chewers and non-chewers, respectively. The findings showed that the chance of having an excellent academic performance was 35% lower for female students [AOR=0.65:95%CI: -0.819-0.055] and 45% lower for those unsatisfied with their school environment [AOR: 0.55, 95% CI: -1.014-0.173]. The chance of having an excellent academic performance was 6.43 times higher for those whose fathers had an educational grade of 7-12 [AOR: 6.43, 95%CI: 1.098-2.624] and 6.59 times higher for those with fathers who had a diploma [AOR: 6.59, 95% CI: 1.026-2.745], 8.01 times higher for those with a family income of 2001-5000ETB [AOR=8.01:95% CI: 1.479-2.683], 2.07 times higher for those with no alcohol use disorder [AOR: 2.07, 95% CI: 1.21-2.93], and 6.84 times higher for those with no depressive disorders [AOR: 6.84, 95% CI: 1.056-2.791].
Academic performance was lower among khat chewers than among non-khat chewers, and was affected by factors such as family income, father's educational status, classroom environment, depression, anxiety, and alcohol use disorder. Enhancing school-community relations and increasing awareness can enhance academic performance.
学业成绩衡量学生的成就，通过学校考试和持续评估来评定。经常咀嚼巧茶会对神经认知功能、决策和解决问题的能力产生负面影响，导致学业成绩下降，在埃塞俄比亚尤其如此。本研究旨在评估2023年埃塞俄比亚西北部莫塔地区咀嚼巧茶和不咀嚼巧茶的高中生的学业成绩及相关因素。
于2023年4月26日至6月10日对663名高中生进行了一项比较横断面研究，其中221名是咀嚼巧茶者，442名是不咀嚼巧茶者。采用多阶段抽样方法选取参与者。使用一份结构化的自填问卷来评估学生的学业成绩。数据使用IBM SPSS 25版进行分析。在P<0.05、95%置信区间的情况下进行有序逻辑回归分析，以确定具有统计学意义的变量。
该研究参与者中，45名（20.7%）咀嚼巧茶者和41名（9.4%）不咀嚼巧茶者学业成绩不及格/较差。在一门科目得分低于50%的学生中，83名（38.2%）是咀嚼巧茶者，107名（24.6%）是不咀嚼巧茶者。咀嚼巧茶者和不咀嚼巧茶者的学业成绩平均分分别为59.82和66.45。研究结果表明，女学生学业成绩优秀的可能性低35%[调整后比值比（AOR）=0.65：95%置信区间：-0.819-0.055]，对学校环境不满意的学生低45%[AOR：0.55，95%置信区间：-1.014-0.173]。父亲教育程度为7-12级的学生学业成绩优秀的可能性高6.43倍[AOR：6.43，95%置信区间：1.098-2.624]，父亲拥有文凭的学生高6.59倍[AOR：6.59，95%置信区间：1.026-2.745]，家庭收入为2001-5000埃塞俄比亚比尔的学生高8.01倍[AOR=8.01：95%置信区间：1.479-2.683]，没有酒精使用障碍的学生高2.07倍[AOR：2.07，95%置信区间：1.21-2.93]，没有抑郁症的学生高6.84倍[AOR：6.84，95%置信区间：1.056-2.791]。
咀嚼巧茶者的学业成绩低于不咀嚼巧茶者，且受到家庭收入、父亲教育状况、课堂环境、抑郁、焦虑和酒精使用障碍等因素的影响。加强学校与社区的关系并提高认识可以提高学业成绩。
