College Students with and without ADHD: Comparison of Self-Report of Medication Usage, Study Habits, and Academic Achievement

Autor/inn/en	Advokat, Claire; Lane, Sean M.; Luo, Chunqiao
Titel	College Students with and without ADHD: Comparison of Self-Report of Medication Usage, Study Habits, and Academic Achievement
Quelle	In: Journal of Attention Disorders, 15 (2011) 8, S.656-666 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054710371168
Schlagwörter	Stimulants; Study Habits; Grade Point Average; Academic Achievement; Attention Deficit Hyperactivity Disorder; Undergraduate Students; Drug Therapy; Comparative Analysis; College Entrance Examinations; Scores; Student Characteristics + Suchen Sie Ihr Suchwort? Droge; Study behavior; Study behaviour; Studienverhalten; Schulleistung; Aufnahmeprüfung
Abstract	Objective: To examine the relationship between ADHD medications, study habits, and academic achievement of ADHD-diagnosed undergraduates. Method: A total of 92 students with a self-reported ADHD diagnosis and a current prescription for ADHD medication were compared with 143 control students in a survey of academic performance. Results: Most ADHD students took stimulant medication and said the drugs helped them, yet believed they were worse than other students at planning and completing assignments and avoiding distractions. Although most study habits of ADHD students did not differ from controls, their high school and college GPA (grade point average), and ACT scores were significantly lower, and they withdrew from significantly more classes than did control students. Interestingly, preliminary data suggested that good study habits alone, even without stimulants, could overcome the achievement disparity of ADHD students. Conclusion: As previously shown for children and adolescents, stimulant medications alone did not eliminate the academic achievement deficit of ADHD undergraduates. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10