Introduction:

Substance use among students is associated with the fact that they intend to perform better at school, resist fatigue, reduce the impact of stress and underachievement and imply new personal and social experiences, assuming a central role in integration rituals.

Objectives:

To determine whether sociodemographic, academic, and contextual variables interfere with literacy in Additive Behaviors.

Methodology:

Descriptive and correlational study, sample of 924 students, mean age 22.35 years, mostly female. Data were obtained through a protocol consisting of a questionnaire with sociodemographic data and an Addictive Behaviors Literacy Scale.

Results:

Students with moderate literacy in addictive behaviors (42.2%), low literacy (29.8%), and 28.0% manifesting high literacy. It is males who manifest slightly higher literacy levels (M=75.50±19.24), compared to females (M=75.49±19.36). The sociodemographic and academic variables that interfere with literacy in addictive behaviors are academic performance (p=0.028) and year of study (p=0.000)

Conclusion:

There is a need for formative intervention programs and active methodologies capable of empowering students in this area. The use of technologies and virtual learning environments makes the students' involvement in the formative process greater and facilitates learning.

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