Lower grade point average

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11

Lower baseline GPA was associated with more poly-substance use over time and with increased use of each substance individually, with a gender interaction showing the effect was stronger for males than

Effect: decline; beta = -.09, t(7588) = -7.11