Academic Impairments Faced by College Students with Attention-Deficit Hyperactivity Disorder: A Qualitative Study

Autor/inn/en	Lagacé-Leblanc, Jeanne; Massé, Line; Rousseau, Nadia
Titel	Academic Impairments Faced by College Students with Attention-Deficit Hyperactivity Disorder: A Qualitative Study
Quelle	In: Journal of Postsecondary Education and Disability, 35 (2022) 2, S.131-144 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	College Students; Students with Disabilities; Attention Deficit Hyperactivity Disorder; Emotional Response; Self Control; Student Motivation; Time Management; Inhibition; Short Term Memory; Organization; Planning; Barriers; Executive Function; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Emotionales Verhalten; Selbstbeherrschung; Schulische Motivation; Zeitmanagement; Hemmung; Kurzzeitgedächtnis; Organisation; Organisationsstruktur; Ablaufplanung; Planungsprozess; Ausland; Kanada
Abstract	Few qualitative studies have focused on the experiences of students with attention-deficit/hyperactivity disorder (ADHD) pursuing postsecondary education, and in particular, how their academic difficulties manifest themselves. This study provides a better understanding of how ADHD affects students in their studies. In-depth interviews were conducted with 29 college and university students with ADHD, their relatives (n = 26), and their counselors (n = 9). Participants reported significant academic impairment (e.g., difficulties related to attention, emotional regulation, motivation, time management, inhibition, working memory, organization, and planning) and a complex relationship with the ADHD label. The difficulties experienced by students seem to be closely related to deficits in executive functions. This interrelation complicates the understanding of functional impairment. Implications for practice provide recommendations based on the literature on how to improve the academic success of students with ADHD in postsecondary education. (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