Predictors and Trajectories of Educational Functioning in College Students with and without Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	DuPaul, George J.; Franklin, Melanie K.; Pollack, Brittany L.; Stack, Kristen S.; Jaffe, Aliza R.; Gormley, Matthew J.; Anastopoulos, Arthur D.; Weyandt, Lisa L.
Titel	Predictors and Trajectories of Educational Functioning in College Students with and without Attention-Deficit/Hyperactivity Disorder
Quelle	In: Journal of Postsecondary Education and Disability, 31 (2018) 2, S.161-178 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	College Students; Attention Deficit Hyperactivity Disorder; At Risk Students; Control Groups; Comparative Analysis; Low Achievement; Student Motivation; Predictor Variables; Grade Point Average; Academic Achievement; Longitudinal Studies; Learning Strategies; Study Skills; Measures (Individuals); Intelligence Tests; Adults; Depression (Psychology); Anxiety; Learning and Study Strategies Inventory; Wechsler Adult Intelligence Scale; Beck Depression Inventory; Beck Anxiety Inventory + Suchen Sie Ihr Suchwort? Collegestudent; Unterdurchschnittliche Leistung; Schulische Motivation; Prädiktor; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studientechnik; Messdaten; Intelligence test; Intelligenztest; Angst
Abstract	College students with attention-deficit/hyperactivity disorder (ADHD) are at greater risk than peers for impaired educational functioning; however, little is known regarding their longitudinal academic outcomes. This study examined: (a) differences between ADHD and control participants in academic outcomes (i.e., semester GPA, credits attempted, credits earned) over the first two years of college, and (b) factors that predict second year outcomes. A sample of 456 students (50% with ADHD; 51.8% female; 71.7% Caucasian) from 10 universities completed two annual assessments. Compared to students without ADHD, students with ADHD experience more academic difficulties that persist over two years. Motivation to study reported in year one was a significant predictor of year two GPA, suggesting the importance of providing services as early as possible to support students before they struggle. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01