First-Year GPA and Academic Service Use Among College Students With and Without ADHD

Abstract

Objective: ADHD is a chronic neurodevelopmental disorder that typically results in persistent academic difficulties over time. Although most colleges offer support services, students often do not use the available services or those to which they are entitled. The present study examined predictors of academic performance among college students with and without ADHD. In addition, the rate, predictors, and outcomes of academic service use were explored. Methods: A series of multivariate analyses of variance (MANOVAs) and regression analyses were conducted using SPSS v. 21 ® software. Results: First year college students with ADHD earned significantly lower grade point averages (GPAs) relative to students without ADHD. Additionally, ADHD combined with other disorders, but not ADHD alone, predicted higher rates of service use relative to students without ADHD. Finally, the findings suggest that typically available academic services are not independently related to GPA among first-year college students with or without ADHD. Conclusion: This study replicates previous work demonstrating significantly lower GPAs among a rigorously defined sample of students with ADHD relative to students without ADHD. Second, this study indicates that traditional predictors of college success may be less meaningful for students with ADHD relative to those without ADHD. Finally, additional research needs to be conducted regarding the use and effectiveness of academic services on college campuses. (J. of Att. Dis. XXXX; XX(X) XX-XX)

Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration

“…Emerging research shows that despite increases in the number of students with ADHD attending university, fewer will attend and graduate 4-year programs than their peers (Kuriyan et al, 2013). Furthermore, undergraduate students with ADHD typically have lower grade point averages (GPAs), increased likelihood of being on academic probation, higher disengagement, poorer academic adjustment, and higher rates of dropout (DuPaul, Pinho, Pollack, Gormley, & Laracy, 2017; Gormley, DuPaul, Weyandt, & Anastopoulos, 2019; Mochrie, Whited, Cellucci, Freeman, & Corson, 2020; Norwalk et al, 2009; Weyandt & DuPaul, 2008).…”

Cognitive-Behavioral Therapy for College Students With ADHD: Temporal Stability of Improvements in Functioning Following Active Treatment

“…Given that college students with ADHD achieved a level of success during high school that made postsecondary admission possible, one might reasonably expect that they would continue to experience educational success during college. Contrary to this expectation, research has shown that, relative to their peers, college students with ADHD display significant academic deficits, including lower end-of-semester grade point averages (GPAs), lower levels of performance on weekly assignments and exams, and less effective study strategies (Advokat, Lane, & Lou, 2011; Gormley, DuPaul, Weyandt, & Anastopoulos, 2019; Reaser, Prevatt, Petscher, & Proctor, 2007; Weyandt et al, 2013). Students with ADHD also experience greater difficulties in their general adjustment to college and are at significantly increased risk for displaying comorbid psychiatric disorders, particularly depression and anxiety (Anastopoulos et al, 2018; Blase et al, 2009; Heiligenstein & Keeling, 1995).…”

Do ADHD Symptoms, Executive Function, and Study Strategies Predict Temporal Reward Discounting in College Students with Varying Levels of ADHD Symptoms? A Pilot Study

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