SUBSTANCE ABUSE AND ITS IMPACT ON ADOLESCENT COGNITIVE AND EMOTIONAL DEVELOPMENT IN SOME SELECTED FACULTIES IN BAMENDA UNIVERSITY OF CAMEROON

Abstract

Substance abuse, defined as the recurrent and maladaptive use of psychoactive substances such as alcohol, cannabis, tobacco, and prescription drugs that interfere with daily functioning (American Psychiatric Association, 2013), has become one of the most pressing developmental and public health concerns in adolescent populations. The World Health Organization (2022) estimates that nearly 25% of adolescents worldwide experiment with psychoactive substances before age 19, a phenomenon associated with impaired neurocognitive functioning, emotional instability, and heightened vulnerability to psychiatric disorders. Within the Sub-Saharan African context, rapid urbanization, peer group pressures, socio-economic hardship, and weak regulatory structures have contributed to a surge in adolescent substance use (Atilola, 2017). In Cameroon, the situation is alarming, with studies indicating increasing levels of alcohol, cannabis, and tramadol consumption among secondary school and university students (Ngwa & Nfor, 2021; Ngeh, 2022). Adolescents in universities, navigating critical transitions in cognitive and emotional development, are especially at risk of the deleterious effects of substance abuse. This study investigated the impact of substance abuse on cognitive and emotional development in adolescents enrolled in selected faculties of the University of Bamenda. The research was underpinned by four complementary theoretical perspectives. Piaget’s Cognitive Developmental Theory (1972) asserts that adolescence is characterized by formal operational thought, marked by abstract reasoning and advanced problem-solving. Substance abuse, however, disrupts these cognitive capacities, impairing memory, concentration, and decision-making. Erikson’s Psychosocial Theory (1968) situates adolescence in the identity versus role confusion stage, where individuals attempt to consolidate a coherent sense of self. Substance abuse may distort this developmental trajectory by weakening emotional regulation, destabilizing self-esteem, and encouraging maladaptive coping strategies. Bandura’s Social Learning Theory (1977) emphasizes that substance use is often learned through observation and reinforcement within peer networks, highlighting the influence of role models and social environments. Finally, Bronfenbrenner’s Ecological Systems Theory (1979) frames adolescent substance use as the result of multi-level interactions among the microsystem (family, peers), mesosystem (school, faculty environment), exosystem (community and policies), and macrosystem (cultural norms). These frameworks collectively guided the study and provided a lens for interpreting findings. Empirical evidence supports these theoretical claims. Neurodevelopmental studies demonstrate that psychoactive substances directly impair prefrontal cortex functioning, limiting working memory and inhibitory control (Volkow et al., 2019). Patrick and Schulenberg (2014) found that substance use during adolescence predicts emotional dysregulation, depressive symptoms, and poor academic achievement. Similarly, Atilola (2017) and Mbatchou (2020) reported that adolescents in West and Central Africa who abuse substances experience heightened risk of anxiety, identity confusion, and academic disengagement. These insights underscore the urgent need for context-specific investigations in Cameroon, particularly in university settings where students are exposed to peer pressure, independence, and experimentation. A cross-sectional survey design was employed. A sample of 300 adolescents was drawn from three selected faculties of the University of Bamenda using stratified random sampling. The research instruments included the Drug Abuse Screening Test (DAST-10) to assess substance use patterns, the Rosenberg Self-Esteem Scale to measure emotional self-worth, and the Cognitive Emotion Regulation Questionnaire (CERQ) to evaluate adaptive and maladaptive coping strategies. Data were entered and analyzed using SPSS version 26. Descriptive statistics (frequencies, percentages, means, and standard deviations) described demographic variables and prevalence rates, while inferential statistics were employed to examine relationships. Specifically, Pearson correlation tested associations between substance abuse, cognitive functioning, and emotional adjustment; ANOVA determined differences across gender and faculty; and multiple regression analysis evaluated the predictive power of substance abuse on cognitive and emotional outcomes. The results indicated a 42% prevalence of substance abuse among respondents. Alcohol (68%) and cannabis (53%) were the most frequently consumed substances, followed by tobacco (29%). Cognitive outcomes revealed a significant positive correlation between frequency of substance use and impairments in memory retention, concentration, and executive functioning (r = .41, p < .01). Emotional outcomes included diminished self-esteem, heightened anxiety, depressive tendencies, and irritability, with regression analysis showing that substance use predicted 37% of the variance in emotional maladjustment (β = .37, p < .05). Gender analysis showed that males reported higher rates of substance abuse and more severe cognitive impairments than females. Faculty-specific differences were also observed, with students in faculties characterized by greater social exposure and peer-centered activities being more susceptible to substance abuse and its adverse developmental outcomes. The study concludes that substance abuse exerts a profound negative influence on adolescent cognitive and emotional development, undermining academic achievement, psychosocial adjustment, and long-term well-being. These findings are consistent with earlier reports by Volkow et al. (2019) and Ngwa and Nfor (2021), reinforcing the urgency of comprehensive intervention strategies. Recommendations include the integration of faculty-based counseling services, university-wide substance abuse awareness campaigns, and preventive education programs tailored to adolescents’ developmental needs. Policies should also promote parental engagement, community-based monitoring, and partnerships between universities, health professionals, and non-governmental organizations. Furthermore, interventions should be informed by ecological perspectives, recognizing the interplay of family, peer, institutional, and cultural influences in shaping adolescent substance use behaviors. In sum, the study contributes to developmental psychology and public health by providing empirical evidence on the cognitive and emotional consequences of substance abuse among adolescents in a Cameroonian University context. By highlighting both prevalence and developmental impacts, it offers actionable insights for educators, policymakers, and mental health professionals working to reduce adolescent vulnerability, promote resilience, and support healthier academic and emotional outcomes.