Impact of Study Skills and Parent Education on First-Year GPA Among College Students With and Without ADHD: A Moderated Mediation Model

Gormley, Matthew J.; Pinho, Trevor; Pollack, Brittany; Puzino, Kristina; Franklin, Melanie K.; Busch, Chelsea; DuPaul, George J.; Weyandt, Lisa L.; Anastopoulos, Arthur D.

doi:10.1177/1087054715594422

Cited by 26 publications

(32 citation statements)

References 47 publications

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“…Furthermore, inattention, difficulties sustaining attention and vigilance may further impair college students’ abilities to attend to important information and manage their coursework and personal life during the college years. A study conducted by our research team (Gormley et al, 2015), using the current dataset, corroborated this pattern; students with ADHD had lower GPAs and self-reported poorer study skills than students without ADHD. Overall, these findings underscore the need for developing interventions to assist college students in developing strategies to cope with these areas of difficulty (Anastopoulos & King, 2015; Fuermaier et al, 2015; Isquith et al, 2006; Martinussen, Hayden, Hogg-Johnson, & Tannock, 2005; Van Ewijk et al, 2014; Weyandt, 2009; Weyandt et al, 2014).…”

Section: Discussionsupporting

confidence: 75%

Neuropsychological functioning in college students with and without ADHD.

Weyandt¹,

Oster²,

Guðmundsdóttir³

et al. 2017

Neuropsychology

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Increasing numbers of students with attention-deficit/hyperactivity disorder (ADHD) are attending college; however, little empirical information is available concerning the functional impairment experienced by these students. Although preliminary studies suggest that college students with ADHD are more likely to experience a variety of psychosocial and academic difficulties compared to their peers without the disorder, findings regarding neuropsychological functioning have been inconsistent with some studies reporting that college students with ADHD perform more poorly on various cognitive and neuropsychological tasks whereas others report no differences compared to non-ADHD peers. The purpose of the present study was to: a) examine the performance of 436 first-year college students with and without ADHD (51.6% female) on measures of executive function (EF) and intelligence; and b) investigate the association of self-reported use of stimulant medication with neuropsychological performance in students with ADHD. Participant data from their first year of involvement in the Trajectories Related to ADHD in College (TRAC) project, a longitudinal study following the 4-year outcomes of college students with and without ADHD, were analyzed. Participants with ADHD performed more poorly on task-based and self-report executive function measures relative to the comparison group. In contrast, no significant group differences in intellectual performance were found. Within the ADHD group, receipt of stimulant medication was associated with improved performance on some neuropsychological tasks, but not for intellectual functioning. Additional analyses also revealed significant group differences in EF based on clinical diagnostic status. Implications of these findings and suggestions for future research are advanced.

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Section: Discussionsupporting

confidence: 75%

Neuropsychological functioning in college students with and without ADHD.

Weyandt¹,

Oster²,

Guðmundsdóttir³

et al. 2017

Neuropsychology

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“…Previous work with the TRAC sample indicated significant differences between students with and without ADHD on cumulative first-year GPA (Gormley et al, 2015); however, the present study analyzed GPA at three time points separately. Interestingly, the data suggest a trend such that the effect size of group differences on GPA decreases over time, with the largest differences being evident in high school and the smallest effect sizes existing by the second semester of the first year at college.…”

Section: Discussionmentioning

confidence: 74%

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

et al. 2016

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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)

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“…Moreover, college students with ADHD have shown significant deficits in these study skills as compared to their peers (Gormley et al, 2015; Norwalk, Norvilitis, & MacLean, 2009; Reaser et al, 2007). In fact, a recent study found study skills to mediate the association between ADHD and GPA (Gormley et al, 2015). However, SCT and ADHD symptoms commonly co-occur (Becker & Barkley, in press; Becker, Leopold et al,2016), and there is emerging evidence that supports the hypothesis that SCT is uniquely related to study skills.…”

Section: Sct and Academic Functioningmentioning

confidence: 99%

Sluggish Cognitive Tempo is Associated With Poorer Study Skills, More Executive Functioning Deficits, and Greater Impairment in College Students

2016

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Objectives Few studies have examined sluggish cognitive tempo (SCT) in college students even though extant research suggests a higher prevalence rate of SCT symptoms in this population compared to general adult or youth samples. The current study examined SCT symptoms in relation to two domains related to college student’s academic success, study skills and daily life executive functioning (EF), as well as specific domains of functional impairment. Method 158 undergraduate students (Mage=19.05 years; 64% female) completed measures of psychopathology symptoms, study skills, daily life EF, and functional impairment. Results After controlling for demographics and symptoms of attention-deficit/hyperactivity disorder (ADHD), anxiety, and depression, SCT remained significantly associated with poorer study skills, greater daily life EF deficits, and global impairment, as well as greater functional impairment in the specific domains of educational activities, work, money/finances, managing chores and household tasks, community activities, and social situations with strangers and with friends. In many instances, ADHD inattentive symptoms were no longer significantly associated with study skills or impairment after SCT symptoms were added to the model. Conclusion SCT is associated with poorer college student functioning. Findings highlight the need for increased specificity in studies examining the relation between SCT and adjustment.

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Impact of Study Skills and Parent Education on First-Year GPA Among College Students With and Without ADHD: A Moderated Mediation Model

Cited by 26 publications

References 47 publications

Neuropsychological functioning in college students with and without ADHD.

Neuropsychological functioning in college students with and without ADHD.

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

Sluggish Cognitive Tempo is Associated With Poorer Study Skills, More Executive Functioning Deficits, and Greater Impairment in College Students

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