LISDEXAMFETAMINE AND COGNITIVE PERFORMANCE: MOTIVATIONS AND CONSEQUENCES OF NON-MEDICAL USE AMONG UNIVERSITY STUDENTS

Abstract

This study aimed to analyze the motivations and consequences of non-therapeutic lisdexamfetamine use among university students, considering its cognitive, academic, and health-related impacts. This is an integrative, descriptive, qualitative literature review conducted using the PubMed, ScienceDirect, Virtual Health Library (VHL), SciELO, and Google Scholar databases, covering publications from 2020 to 2026. Ten studies were included (n = 10). The results indicated that the pursuit of concentration, attention, productivity, and improved academic performance were the main motivations for use, associated with academic demands, peer influence, and access to medications. Although some studies reported subjective improvements in focus and productivity, the evidence does not support the conclusion that lisdexamfetamine produces objective and lasting cognitive or academic benefits in individuals without a therapeutic indication. Reported adverse effects included insomnia, anxiety, tachycardia, appetite changes, and tremors. The analysis was limited by the inclusion of studies investigating different psychostimulants and by the predominance of observational designs, which hindered the identification of lisdexamfetamine-specific effects. Therefore, further research specifically addressing this medication, as well as health education initiatives and pharmaceutical guidance, is needed to promote the rational use of lisdexamfetamine and other psychostimulants in the university setting.