ADHD College Students' Self-Perceptions of the Factors of Self-Determination Theory on Their College Performance

Autor/in	Tabun, Kristen
Titel	ADHD College Students' Self-Perceptions of the Factors of Self-Determination Theory on Their College Performance
Quelle	(2019), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Widener University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3920-9241-5
Schlagwörter	Hochschulschrift; Dissertation; Attention Deficit Hyperactivity Disorder; Self Determination; Academic Achievement; Student Attitudes; Comorbidity; Learning Disabilities; Undergraduate Students; Influences; Differences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Selbstbestimmung; Schulleistung; Schülerverhalten; Learning handicap; Lernbehinderung; Influence; Einfluss; Einflussfaktor; Unterscheiden
Abstract	Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are attending colleges and universities in record numbers; however, their high rates of attrition are concerning. Failure to complete an undergraduate education may compromise future earning potential and wellbeing (McFarland et al., 2017). The acquisition of needs related to Self-Determination Theory (SDT) -- autonomy, competence, and relatedness -- may enhance students' academic achievement (DuPaul et al., 2017). The purpose of this study was to examine how ADHD college students perceive the factors of Self-Determination Theory have influenced their college performance. The study also explored how comorbidity of Specific Learning Disorder (SLD) influenced ADHD college students' attainment of such needs. This study included 10 undergraduate students with ADHD and those with ADHD+SLD who have completed at least their first year of college. Participants completed a survey to confirm their diagnosis of ADHD and progress towards a degree. They then completed a version of the Revised Basic Needs Satisfaction in General Scale (Johnston & Finney, 2010) to determine the role they believe the factors of SDT have played in their college performance. Finally, participants were interviewed to further explore how the factors of Self-Determination Theory have contributed to their college performance. Results were analyzed and categorized into common themes and revealed that ADHD college students attribute all three factors associated with SDT to their college performance. Differences in results were noted for ADHD and ADHD+SLD participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01