From Orientation to Graduation: Predictors of Academic Success for Freshmen with ADHD

Autor/inn/en	Daffner, Molly S.; DuPaul, George J.; Anastopoulos, Arthur D.; Weyandt, Lisa L.
Titel	From Orientation to Graduation: Predictors of Academic Success for Freshmen with ADHD
Quelle	In: Journal of Postsecondary Education and Disability, 35 (2022) 2, S.113-130 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	College Freshmen; Attention Deficit Hyperactivity Disorder; Students with Disabilities; Success; Predictor Variables; Grade Point Average; Academic Achievement; Academic Persistence; Gender Differences; Standardized Tests; Scores; Student Motivation; Secondary Education; Postsecondary Education; Symptoms (Individual Disorders); Student Characteristics; Academic Support Services; Drug Therapy; Anxiety; Time Management; Beck Anxiety Inventory; Wechsler Individual Achievement Test; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Studienanfänger; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Erfolg; Prädiktor; Schulleistung; Geschlechterkonflikt; Standadised tests; Standardisierter Test; Schulische Motivation; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Psychiatrische Symptomatik; Angst; Zeitmanagement; WIAT; Eignungsprüfung; Eignungstest
Abstract	More students with attention-deficit/hyperactivity disorder (ADHD) are pursuing higher education. Existing studies have investigated the postsecondary educational outcomes of college students with ADHD, finding that these students typically have lower academic performance and higher dropout rates than their non-ADHD peers. Far fewer studies address the reasons for these poor outcomes. The current study sought to better understand which pre-college and college factors are related to the (1) academic performance (i.e., cumulative grade point average) and (2) retention of college students with ADHD. Data collected through direct testing and self-report ratings were analyzed for 228 first year college students with ADHD. Results indicated that two pre-college factors, gender (i.e., being male) and lower standardized test scores, significantly predicted lower GPA. Conversely, only one college factor, greater motivation, was found to significantly predict higher GPA and retention. Taken together, findings draw attention to several variables that both secondary and postsecondary institutions can target for intervention to support a more successful transition to college. Additionally, findings highlight the need for future research to elucidate factors related to college academic success for students with ADHD. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01