Predictors and Moderators of Quality of Life Among College Students With ADHD

Pinho, Trevor; Manz, Patricia H.; DuPaul, George J.; Anastopoulos, Arthur D.; Weyandt, Lisa L.

doi:10.1177/1087054717734645

Cited by 30 publications

(29 citation statements)

References 40 publications

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“…According to a recent health assessment survey conducted in Canada, approximately 5% of the 40,000 undergraduate students surveyed indicated they had been diagnosed with ADHD (American College Health Association, 2016). Despite successfully graduating from high school, these students are more likely to experience global impairments in the social, academic, familial, and occupational life domains (Pinho, Manz, DuPaul, Anastopoulos, & Weyandt, 2019). In fact, these difficulties not only affect those with an ADHD diagnosis, but those who experience significant ADHD symptomatology below the clinical cutoff as well (Norwalk, Norvilitis, & McLean, 2009).…”

Section: Introductionmentioning

confidence: 99%

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

Oram

Rogers

DuPaul

2019

Canadian Journal of School Psychology

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Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.

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Section: Introductionmentioning

confidence: 99%

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

Oram

Rogers

DuPaul

2019

Canadian Journal of School Psychology

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“…Adults with ADHD have a lower quality of life than those without ADHD [ 7 ]. Similarly, college students with ADHD have a lower quality of life than do students without ADHD [ 8 ]; they have been shown to be more depressed and anxious, to be more easily angered or to suppress emotion, to have achieve less academically, and to be poorly supported in their relationships with their friends [ 9 , 10 ]. ADHD symptoms have a negative impact on many aspects of life, including self-esteem, academic functioning, social functioning, and parent–child relationships [ 8 , 11 , 12 ].…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, college students with ADHD have a lower quality of life than do students without ADHD [ 8 ]; they have been shown to be more depressed and anxious, to be more easily angered or to suppress emotion, to have achieve less academically, and to be poorly supported in their relationships with their friends [ 9 , 10 ]. ADHD symptoms have a negative impact on many aspects of life, including self-esteem, academic functioning, social functioning, and parent–child relationships [ 8 , 11 , 12 ]. Adults with ADHD are vulnerable to addiction; ADHD is often accompanied by addictive disorders [ 13 ] that are closely associated with sleep problems, leading to impairment in daily life [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

Difficulties faced by university students with self-reported symptoms of attention-deficit hyperactivity disorder: a qualitative study

Kwon

Kim

Kwak

2018

Child Adolesc Psychiatry Ment Health

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BackgroundAttention-deficit hyperactivity disorder (ADHD) persists into adolescence and adulthood; however, few studies have analyzed the experiences of university students with ADHD. This study explored the difficulties experienced by university students with ADHD symptoms.MethodsBetween December 2015 and February 2016, face-to-face interviews were conducted with 12 university students with self-reported ADHD symptoms. Data were analyzed using thematic analysis.ResultsDifficulties in university life were classified into four main themes (lack of daily routine, unsatisfactory academic performance and achievement, reduced interpersonal skills, and continuing worries) and analyzed. University students with ADHD symptoms had difficulties coping with repeated cycles of negative thoughts and worries, irregular lifestyles due to poor time management, dissatisfaction with academic performance and interpersonal relationships, self-dissatisfaction, and decreased self-esteem.ConclusionTo improve their university experience, students with ADHD should receive education about ways to stop worrying, to express emotions healthily, and to manage time efficiently.

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“…Considered an impairment of the executive functions ( Barkley, 1997 ), ADHD affects a series of cognitive processes related to self-regulation, task organization, planning, working memory, cognitive flexibility, time and space organization, emotional regulation ( Pineda et al, 1998 ; Willcutt et al, 2005a , b ; Colomer et al, 2017 ; Fabio et al, 2018 ), automatic and controlled processes ( Capri et al, 2020 ), and other alterations of basic functions such as processing speed ( Woods et al, 2002 ; Willcutt et al, 2005a ). This is a persistent condition that can cause significant personal, familial, social, and educational difficulties ( DuPaul et al, 2001 ; Rodríguez-Salinas et al, 2006 ; Deault, 2010 ; Pinho et al, 2017 ; Velõ et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings

et al. 2021

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Previous studies have explored the impact of magic tricks on different basic cognitive processes yet there is a need of examining effectiveness of a cognitive training program through magic tricks for children with attention deficit hyperactivity disorder (ADHD). The present study examines the effectiveness and feasibility of the MAGNITIVE program, a manualized intervention for cognitive training through the learning of magic tricks. A total of 11 children with ADHD (from 8 to 12 years) participated in separated groups of two different community settings (hospital center and school), and were assessed at pre-treatment, post-treatment, and a 3-month later follow-up in different tasks involving processing speed, sustained attention, selective attention, and mental flexibility. Using non parametric statistical analyses and Reliable Change Index, the results showed that these children receiving MAGNITIVE particularly improved their performance in sustained attention, shifting attention, and mental flexibility, changes were also observed in processing speed performance yet further research is needed in terms of selective attention and inhibition, given the great individual differences within this sample. Changes were maintained when the program was finished. In terms of viability, the study proved a good treatment integrity in different contexts (hospital and school setting), adherence to the curriculum (attendance and some practice at home), and high levels of engagement satisfaction. In this second clinical trial, MAGNITIVE program appears to be a feasible training program for children with ADHD, as an alternative for medication when possible.

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Predictors and Moderators of Quality of Life Among College Students With ADHD

Abstract: College students with ADHD behave similarly to other adults with ADHD in that they make lower subjective global evaluations of their QoL relative to their non-ADHD agemates. Other factors associated with ADHD and QoL do not appear to moderate this relationship.

Cited by 30 publications

References 40 publications

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

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

Difficulties faced by university students with self-reported symptoms of attention-deficit hyperactivity disorder: a qualitative study

MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings

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