Postsecondary Students with Specific Learning Disabilities and with Attention Deficit Hyperactivity Disorder Should Not Be Considered as a Unified Group for Research or Practice

Autor/inn/en	Budd, Jillian; Fichten, Catherine S.; Jorgensen, Mary; Havel, Alice; Flanagan, Tara
Titel	Postsecondary Students with Specific Learning Disabilities and with Attention Deficit Hyperactivity Disorder Should Not Be Considered as a Unified Group for Research or Practice
Quelle	In: Journal of Education and Training Studies, 4 (2016) 4, S.206-216 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	College Students; Attention Deficit Hyperactivity Disorder; Learning Disabilities; Comorbidity; Online Surveys; Questionnaires; Grades (Scholastic); Parent Background; Educational Attainment; Self Efficacy; Barriers; Study Habits; Motivation; Time Management; Foreign Countries; Statistical Analysis; Student Characteristics; Canada + Suchen Sie Ihr Suchwort? Collegestudent; Learning handicap; Lernbehinderung; Fragebogen; Notenspiegel; Elternhaus; Bildungsabschluss; Bildungsgut; Self-efficacy; Selbstwirksamkeit; Study behavior; Study behaviour; Studienverhalten; psychologische; Motivation (psychologisch); Zeitmanagement; Ausland; Statistische Analyse; Kanada
Abstract	Objective: To examine similarities and differences among college/university students with ADHD, LD, and comorbid ADHD and LD on variables related to academic performance. Method: Students who self-reported ADHD (n = 42), LD (n = 72), or comorbid ADHD and LD (n = 42), completed an online questionnaire which evaluated grades, parental education, course and social self-efficacy, and personal and school related obstacles and facilitators. Results: Students with ADHD (with or without comorbidity) reported the worst grades, personal situations (e.g., study habits, personal motivation), and course-related self-efficacy (e.g., time management, keeping up-to-date with school work). The single exception was that students with ADHD had more confidence in understanding textbooks than students with LD. Comorbid ADHD and LD sometimes led to worse outcomes than LD or ADHD alone. Conclusion: The common practice of combining all three groups, "LD and/or ADHD", should be avoided. Suggestions are made about what could be done to help students with ADHD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01