First-Year College Students With ADHD and/or LD

Abstract

Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school preparation behaviors, and goals/expectations. Participants were from the 2010 Cooperative Institutional Research Program Freshman Survey, including students with ADHD ( n = 5,511), LD ( n = 2,626), ADHD+LD ( n = 1,399), or neither disability ( n = 5,737). Controlling for SAT/ACT scores, family income, and parent education, students with ADHD, LD, or ADHD+LD differed from peers on self-ratings of academic and creative abilities and psychosocial functioning; school disengagement, substance use, and emotional difficulties during their last year of high school; reasons for attending college; and expectations for college activities. Several differences were found between disability groups. Implications for college support services and future research are discussed.

Assessing College Life Adjustment of Students With Disabilities: Application of the PERMA Framework

“…Kuh, Cruce, Shoup, Kinzie, and Gonyea (2008) found that first-year college students who engaged in educationally purposeful activities and studied more hours per week earned higher grade point averages (GPAs) and were more likely to persist in college. Conversely, a study done by DuPaul, Pinho, Pollack, Gormley, and Laracy (2015) found that college students with disabilities demonstrate significantly less school engagement than their peers without disabilities, a finding consistent with the higher attrition rate of these students in college (Stodden et al, 2001).…”

Visuospatial Working Memory Capacity in the Brain After Working Memory Training in College Students With ADHD: A Randomized Controlled Trial

“…We recruited college students with ADHD as they have been a growing but relatively understudied population. As students, they face an increased demand for self-regulation, time management, and organization to succeed in what is a particularly formational period of their lives (DuPaul, Pinho, Pollack, Gormley, & Laracy, 2017; Gray, Fettes, Woltering, Mawjee, & Tannock, 2016).…”

Treinamento da performance comunicativa em universitários da área da saúde

“…This process may happen by comparison, engagement, consensus or experience (24) . Studies (25) indicated that academic self-assessment is positively associated with student performance.…”