When students were asked about their use of stimulants during their university studies, only 32 students answered yes (8%), while the rest of the students did not use these stimulants (92%). The most common reason for using these stimulants among the students who used them was to stay up late and study during exams and projects, with 20 students (5%), while 5 students used these medications due to stress and recommendations from colleagues and friends (1%), while these stimulants were used by 3 students out of curiosity after hearing or reading about these compounds (1%), and 2 students used them to improve academic performance and to stay awake in lectures (1%), and finally, there were 2 students who used these medications due to a medical problem, as this type of medication was prescribed by a specialist doctor (1%) only. These stimulants were used by 23 students more than once due to staying up late and studying, at a rate of 6%, while they were used by 12 students more than once to improve academic performance, at a rate of 3%, and they were used for reasons related to work and tasks outside the scope of study, and due to pressures and recommendations from colleagues and friends by 5 and 4 students respectively, at a rate of 1% for each of the two reasons, while for five of the students, these medications were taken only once and did not use them again, at a rate of 1%. The fourth year was the year with the highest use of stimulants among students, at a rate of 4%, followed by the third year at a rate of 2%, and the rate of their use in the second, fifth and sixth years was equal among students at a rate of 1%. Nodemet 50 mg was the most commonly used stimulant by students, with 21 students (5%), while Ginkgo Biloba was used by 9 students (2%), 10 students had to increase their initial dose due to its insufficiency (3%), while the remaining 22 students did not increase their stimulant dose (6%). Stimulants had a positive effect on academic performance in 16 students (4%), while 8 students were unsure of this effect (2%), and for 8 students, these stimulants had no effect on their academic performance (2%). The largest number of students, 247 students, did not know whether stimulants are safer than non-drug stimulants such as energy drinks, at 64%, while 114 students answered that these stimulants are safer, at 30%, and the remaining 25 students answered that these drugs are not safe compared to non-drug stimulants, at 6%.

The use of stimulants that require a prescription was common for 63 students, at 16%, while 11 students answered that the use of these drugs is not common, at 3%, while the largest number of students, 312 students, did not know whether the use of these stimulants is common or not, at 81%.

73 students answered that it is easy to obtain stimulants that require a prescription, at 19%, while 132 students answered that it is not easy to obtain such drugs, at 34%, while the rest of the students did not know, at 47%. The answer of 88 students that the use of stimulants sometimes is not harmful was yes with a percentage of 23%, while 20 students answered the opposite with only 5%, while the rest of the students did not know whether the use of these drugs sometimes is harmful or not with a percentage of 72%.

The largest number of students, 215 students, were not completely sure about their full knowledge of stimulants and their side effects with a percentage of 63%, while 128 students did not know about stimulants and their side effects with a percentage of 33%, in contrast, 13 students were fully aware of stimulants and their side effects with a percentage of only 3%.

The largest number of students, 331 students, rated their academic performance as average with a percentage of 86%, while the academic performance was above average for 38 students with a percentage of 10%, while 12 students had a below average academic performance with a percentage of 3%, and finally, 5 students had an excellent academic performance with a percentage of only 1%. Regarding students’ confidence in completing their study program and obtaining the certificate, 340 students responded that they were confident at a rate of 88%, while 44 students were somewhat confident at a rate of 11%, and two students were not at all confident at a rate of only 1%. As for students’ confidence in completing the certificate on time, the largest number of them, 227 students, were somewhat confident at a rate of 59%, while 153 students were confident that they would obtain the certificate on time at a rate of 40%, and in contrast, 6 students were not at all confident that they would obtain the certificate on time at a rate of 2%. 150 students responded that they were confident in their ability to manage their time effectively at a rate of 39%, while 232 students were somewhat confident at a rate of 60%, and only 4 students were not at all confident in managing their time effectively at a rate of only 1%. 143 students were confident in their ability to deal with the academic workload and face challenges and obstacles at a rate of 37%, while the largest number of them, 240 students, were somewhat confident at a rate of 62%, and finally, there were 3 students who were not at all confident in their ability to deal with the academic load at a rate of 1%. As for the feelings of depression, anxiety and stress among students, the average stress score among them was 2.86 with a standard deviation of 3.18, and by classifying these scores, it was normal for 358 students at a rate of 93%, while the stress was mild for 9 students at a rate of 2%, and moderate for 13 students at a rate of 3%, while it was severe and very severe for 6 students at a rate of 1% each. As for the degree of anxiety, the arithmetic mean among students was 1.42 with a standard deviation of 2.42, where the largest number of students, amounting to 351 normal students at a rate of 91%, had mild anxiety at 17 students at a rate of 4%.

By studying the relationship between the personal variables of students and whether they use stimulants or not with the degree of stress, we found a strong statistically significant relationship between both female gender and the degree of stress, as the average stress among females was higher compared to males (3.10 versus 2.63), and thus the P value was equal to 0.0019, indicating a significant relationship between these two variables.

As for the financial situation, we found that the degree of stress increases with the improvement of the financial situation, as this degree was among students with excellent financial status, as it reached 7.53, and thus the P value reached < 0.0001, indicating a strong statistical relationship between these two variables.

The students of the Faculty of Human Medicine were the students who had the highest degree of stress, as it reached 4.01 compared to students of the rest of the colleges, and thus a significant relationship was found between studying human medicine and the increase in the degree of stress among students, as the P value reached < 0.0001, indicating a significant relationship between these two variables.

The stress level was highest among first-year students, reaching 8.75, compared to the rest of the academic years. The second place was for sixth-year students, which is considered the graduation year for medical students, as the stress level reached 4.4, indicating a significant relationship between these two years and an increase in the stress level, as the P value was < 0.0001, indicating a strong statistical relationship between the student's academic year and an increase in his stress level. As for the cumulative university average and its relationship to the increase in the stress level, students with averages ranging from 3.25–3.74 were the students with the highest stress level, as their arithmetic mean was 7.4, and thus the P value was 0.0035, indicating a significant relationship between the increase in the academic average and the stress level among students. Students who work alongside their studies had a higher degree of stress than students who do not work (7.10 versus 2.64), and thus the P value was < 0.0001, indicating a strong statistically significant relationship between working alongside studying and an increase in the degree of stress among these students. The same applies to the increase in the degree of stress as the number of working hours and days increases among working students, as the average degree of stress among students who work for more than 6 hours was 6, while the average degree of stress among students who work for more than 3 days a week was 7.14, indicating a significant relationship between the increase in the number of working hours and days and the increase in the degree of stress among students, as the P value was < 0.0001 for each of them. Finally, by studying the relationship between the use of stimulants among students and their level of stress, we found a strong statistically significant relationship between these two variables, as the average level of stress was higher among students who used stimulants compared to students who did not use them (6.65 versus 2.52), and thus the P value reached < 0.0001, indicating a significant relationship between the increase in stress when students use stimulants. By studying the relationship between the personal variables of students and whether they use stimulants or not with the level of anxiety, we found that the level of anxiety increases with the improvement of the financial situation, as this level was the same among students with an excellent financial situation, as it reached 4.76, and thus the P value reached 0.0007, indicating a strong statistical relationship between these two variables. The students of the Faculty of Medicine were the students who had the highest anxiety level, reaching 1.93 compared to students of the rest of the faculties. Thus, a significant relationship was found between studying medicine and the increase in the anxiety level among students, as the P value reached < 0.0001, indicating a significant relationship between these two variables. The anxiety level was highest among first-year students, reaching 5, compared to the rest of the academic years. The second place was for sixth-year students, which is considered the graduation year for medical students, as the stress level reached 2.1, indicating the existence of a significant relationship between these two years and the increase in the anxiety level, as the P value was 0.0042, indicating the existence of a strong statistical relationship between the student's academic year and the increase in his anxiety level. As for the cumulative university average and its relationship to the increase in the anxiety level, students with averages ranging from 3.25–3.74 were the students with the highest anxiety level, as their arithmetic mean reached 4.4, and thus the P value reached 0.0190, indicating the existence of a significant relationship between both the increase in the academic average and the anxiety level among students. The same applies to the relationship between the last semester percentage and the anxiety level, as it was highest among students whose average ranged between 85–94%, and thus the P value reached 0.0002.

Students who smoked had a higher anxiety level than other students, as this average reached 2.08 compared to 1.01 among non-smokers, and thus the P value was < 0.0001, indicating a significant relationship between smoking and increased anxiety levels among students.

Finally, by studying the relationship between the use of stimulants among students and their anxiety levels, we found a strong statistically significant relationship between these two variables, as the average anxiety level was higher among students who used stimulants compared to students who did not use them (4.40 versus 1.15), and thus the P value reached 0.0004, indicating a significant relationship between increased anxiety when using stimulants among students.

By studying the relationship between the students' personal variables and whether they use stimulants or not with the degree of depression, we found that the degree of depression increases with the improvement of the financial situation, as this degree was among students with excellent financial status, as it reached 4.84, and thus the P value < 0.0001, indicating a strong statistical relationship between these two variables.

The degree of depression was highest among first-year students, as it reached 8.5, compared to the rest of the academic years. The second place was for sixth-year students, which is considered the graduation year for human medicine students, as the degree of stress reached 2.57, indicating the existence of a significant relationship between these two years and the increase in the degree of anxiety, as the P value < 0.0001, indicating the existence of a strong statistical relationship between the student's academic year and the increase in his degree of depression.

As for the relationship between the percentage average in the last semester and the degree of depression, it was highest among students whose average ranged between 85–94%, as the average degree of depression reached 7.2, and thus the P value reached 0.0398. Students who work alongside their studies had a higher degree of depression than students who do not work (3.10 versus 1.38), and thus the P value reached 0.0074, indicating the existence of a strong statistically significant relationship between working alongside studying and the increase in the degree of depression among these students. The same applies to the increase in the degree of depression as the number of working hours and days increases among working students, as the average degree of depression among students who work for more or less than 6 hours was 3 and 3.11, respectively, while the students who work for more than 3 days a week had a stress degree of 3.85, indicating the existence of a significant relationship between the increase in the number of working hours and days and the increase in the degree of depression among students, as the P value reached 0.0249 and 0.0194 for each. By studying the relationship between the use of stimulants among students and their degree of depression, we found a strong statistically significant relationship between these two variables, as the average degree of depression was higher among students who used stimulants compared to students who did not use them (4.5 versus 1.19), and thus the P value reached 0.0006, indicating a significant relationship between the increase in depression when using stimulants among students.

By studying the relationship between the use of stimulants and each of the students' personal variables, we found a strong statistically significant relationship between the male patient's gender and the use of these medications, as the percentage of male students who used these stimulants was higher than the percentage of female students (75% versus 25%), and thus the P value reached 0.0038, indicating the existence of a significant relationship between these two variables.

Students with good financial status used stimulants more than the rest of the students whose financial status was average or excellent, as the percentage of these students was 72%, and thus the P value reached 0.0005, indicating the existence of a strong statistically significant relationship between these two variables. As for the relationship between the college to which students belong and its relationship to the use of stimulants among them, students of the College of Human Medicine used stimulants more (88%) than students of other colleges, whether it was a medical college such as the College of Dentistry or Pharmacy (3% for each), non-medical colleges such as the College of Petroleum Engineering, Informatics and Business Administration, and thus the P value reached < 0.0001, indicating the prevalence of stimulants among medical students and the existence of a significant relationship between these two variables. As for the relationship between the academic year and students' use of stimulants, the sixth year, which is considered the graduation year for medical students, was the year in which stimulants were used the most (66%) compared to the rest of the academic years, and thus the P value reached < 0.0001, indicating the existence of a strong statistical relationship between the academic year and the prevalence of stimulant use during it. A strong statistically significant relationship was found between smoking among students and the use of stimulants, as the percentage of smoking students who use these drugs was 59%, compared to 41% for non-smoking students, and thus the P value was 0.0129, indicating a significant relationship between these two variables.