College Students With and Without ADHD

Advokat, Claire; Lane, Sean M.; Luo, Cheng

doi:10.1177/1087054710371168

Cited by 141 publications

(79 citation statements)

References 41 publications

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“…Indeed, inattentive symptoms are associated with poorer GPAs at the end of students' first year of college (Frazier, Youngstrom, Glutting, & Watkins, 2007). Compared to non-ADHD peers, college students with ADHD have lower high school GPAs, earn lower GPAs in college, have more academic concerns, and withdraw from more courses, despite similar hours spent studying (Advokat, Lane, & Luo, 2011; Blase et al, 2009). College students with ADHD display more social skills deficits (Shaw-Zirt, Popali-Lehane, Chaplin, & Bergman, 2005) and aggressive behavior (Richards, Deffenbacher, & Rosen, 2002; Theriault & Holmberg, 2001).…”

Section: College Attendancementioning

confidence: 99%

Progression of impairment in adolescents with attention-deficit/hyperactivity disorder through the transition out of high school: Contributions of parent involvement and college attendance.

Barbaree

Strickland

Murray

et al. 2016

Journal of Abnormal Psychology

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Long-term, prospective follow-up studies of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) show that symptoms tend to decline with age, but impairments in daily life functioning often persist into adulthood. We examined the developmental progression of impairments before and after the transition out of high school in relation to parent involvement during adolescence, parent support during adulthood, and college attendance, using 8 waves of data from the prospective 16-year follow-up of the Multimodal Treatment of ADHD (MTA) Study. Participants were 548 proband children diagnosed with DSM-IV ADHD Combined Type and 258 age- and sex-matched comparison children (Local Normative Comparison Group; LNCG) randomly sampled from probands' schools. Impairment was assessed consistently by parent report from childhood through adulthood. Results showed that impairment worsens over time both before and after the transition to adulthood for those with ADHD histories, in contrast to non-ADHD peers, whose impairments remained stably low over time. However, impairment stabilized after leaving high school for young adults with ADHD histories who attended college. Involved parenting in adolescence was associated with less impairment overall. Attending college was associated with a stable post-high school trajectory of impairment regardless of parents' involvement during adolescence, but young adults with histories of involved parenting and who attended college were the least impaired overall.

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Section: College Attendancementioning

confidence: 99%

Progression of impairment in adolescents with attention-deficit/hyperactivity disorder through the transition out of high school: Contributions of parent involvement and college attendance.

Barbaree

Strickland

Murray

et al. 2016

Journal of Abnormal Psychology

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“…Dans le même sens, il semble que les étudiants collégiaux qui ont un TDA/H éprouvent de nombreuses difficultés en ce qui concerne l'utilisation adéquate de stratégies d'étude (Reaser, Prevatt, Petscher et Proctor, 2007 ;Weyandt et al, 2013). Advokat, Lane et Luo (2011) notent qu'en général :…”

Section: Problématiqueunclassified

Réflexion sur la pertinence de s’intéresser aux stratégies d’étude des étudiants ayant un trouble d’apprentissage ou un TDA/H afin de favoriser leur réussite scolaire

Turcotte

Doucet²,

Baron³

2018

RHÉ

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57 RésuméDepuis les deux dernières décennies, le nombre d'étudiants collégiaux ayant un trouble d'apprentissage (TA) ou un trouble du déficit de l'attention avec ou sans hyperactivité (TDA/H) a connu une augmentation fulgurante et il apparait de plus en plus urgent de se préoccuper davantage de leur réussite scolaire. L'un des principaux obstacles à la réussite identifié par ces étudiants est « le manque de technique pour étudier » (Wolforth et Roberts, 2010, p. 28). Cet article cherche à démontrer la nécessité de s'intéresser de près aux stratégies d'études employées par les étudiants collégiaux qui ont un TA ou un TDA/H afin de s'assurer que ces derniers utilisent des stratégies d'études efficaces.

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“…The way the main symptoms of ADHD may interfere in the academic life of students has been the focus of national and international studies (Advokat, Lane, & Luo, 2011;He & Antshel, 2017;Oliveira, Hauck-Filho, & Dias, 2016, Oliveira & Dias, 2015, Weyandt et al, 2013. Inattention, hyperactivity, and impulsivity may harm the organization of time and tasks (Rabiner, Anastopoulos, Costello, Hoyle, & Swartzwelder, 2008) and the establishment of interpersonal relationships, which results in academic and occupational impairments for students or adults with the disorder (Barkley, Murphy, & Fischer, 2010;He & Antshel, 2017, Pitts, Mangle, & Asherson, 2015.…”

mentioning

confidence: 99%

“…In a systematic review of recent literature, international studies with college students with ADHD point out the similarities and differences between them and their peers without the disorder (Oliveira & Dias, 2015). Regarding college experience, in particular, students with ADHD resemble peers in study habits (Advokat et al, 2011).…”

mentioning

confidence: 99%

Dificuldades e estratégias de enfrentamento de estudantes universitários com sintomas do TDAH

Oliveira

Dias

2017

Psicologia - Teoria E Prática

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This study aims at identifying the main difficulties freshmen with ADHD symptoms face in college and verify which coping styles are associated with higher scores of college adjustment. Participants were 28 college students. Data were gathered in classrooms with self-reported questionnaires. Difficulties mentioned by participants were submitted to content analysis. Linear correlations were also estimated (Pearson) between variables. Results suggest that the most frequent difficulties are the need for greater autonomy, concentration and reasoning, relationship with classmates, and the lack of information provided by majors. We also verified that certain coping strategies are associated with better college adjustment. The study concluded that knowing difficulties students with ADHD symptoms face and what strategies can contribute to their college adjustment may guide interventions for this population.Keywords: ADHD; difficulties; coping style; college adjustment; college students. DIFICULDADES E ESTRATÉGIAS DE ENFRENTAMENTO DE ESTUDANTES UNIVERSITÁRIOS COM SINTOMAS DO TDAHResumo: O objetivo deste estudo foi identificar as principais dificuldades encontradas por estudantes universitários com sintomas do TDAH no ingresso na universidade e verificar quais estratégias de enfrentamento estão associadas com uma melhor adaptação acadêmica. Participaram do estudo 28 estudantes universitários. Os dados foram coletados coletivamente em sala de aula por meio de questionários de autorrelato. As dificuldades relatadas pelos participantes foram submetidas à análise de conteúdo. Também foram estimadas correlações (Pearson) entre as variáveis. Os resultados sugerem que as dificuldades mais frequentes se referem à necessidade de maior autonomia, à concentração e raciocínio, à relação com colegas e à falta de informação por parte dos cursos. Verificou-se também que determinadas estratégias de enfrentamento estão associadas com melhor adaptação acadêmica. Conclui-se que o conhecimento das dificuldades encontradas e das estratégias que podem auxiliar os estudantes com sintomas do TDAH na adaptação acadêmica pode embasar intervenções específicas para esse público.Palavras-chave: TDAH; dificuldades; estratégias de enfrentamento; adaptação acadê-mica; estudantes universitários. LAS ESTRATEGIAS DE AFRONTAMIENTO DE LOS ESTUDIANTES CON SÍNTOMAS

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College Students With and Without ADHD

Abstract: As previously shown for children and adolescents, stimulant medications alone did not eliminate the academic achievement deficit of ADHD undergraduates.

Cited by 141 publications

References 41 publications

Progression of impairment in adolescents with attention-deficit/hyperactivity disorder through the transition out of high school: Contributions of parent involvement and college attendance.

Progression of impairment in adolescents with attention-deficit/hyperactivity disorder through the transition out of high school: Contributions of parent involvement and college attendance.

Réflexion sur la pertinence de s’intéresser aux stratégies d’étude des étudiants ayant un trouble d’apprentissage ou un TDA/H afin de favoriser leur réussite scolaire

Dificuldades e estratégias de enfrentamento de estudantes universitários com sintomas do TDAH

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