Self-Esteem in College Students with a Childhood History of Attention Deficit Hyperactivity Disorder

Dooling-Litfin, Jodi K.; Rosén, Lee A.

doi:10.1300/j035v11n04_06

Cited by 34 publications

(15 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They also reported lower levels of self-esteem, a finding that has also been reported by Dooling-Litfin and Rosen (1997). Similarly, Grenwald-Mayes (2002) reported that college students with ADHD described a lower quality of life than other students.…”

supporting

confidence: 57%

Adjustment to College in Students With ADHD

et al. 2007

View full text Add to dashboard Cite

show abstract

supporting

confidence: 57%

Adjustment to College in Students With ADHD

et al. 2007

View full text Add to dashboard Cite

show abstract

“…Only two studies have evaluated self esteem in college students with ADHD, and both studies used the Rosenberg Self-Esteem Scale (SES; Rosenberg, 1965), a 10-item scale measuring global self-concept. Results indicated that higher ADHD symptoms in college students were associated with greater depression and lower self esteem (Norvilitis, Ingersoll, Zhang, & Jia, 2008), and that college students with a history of ADHD scored lower on ratings of self esteem relative to controls (Dooling-Litfin & Rosen, 1997). In the latter study, within group comparisons revealed that students with ADHD who reported protective factors (better social skills, possessing a special talent and prior positive mentorship experiences) also reported higher levels of self esteem.…”

mentioning

confidence: 76%

Resilience and Well-being in College Students With and Without a Diagnosis of ADHD

2009

View full text Add to dashboard Cite

show abstract

“…Previous studies in which students with ADHD were interviewed or surveyed have also found students identified more negative diagnosis characteristics than positive diagnosis characteristics. Negative self-views of ADHD can cause students to have lower self-esteem and a lower perceived ability to succeed in college [35,66]. The medical model offers an interpretation that anxiety and depression are often comorbid with ADHD; however, the social model pushes us to ask, "to what extent are comorbid anxiety and depression mediated by experiences of institutional and interpersonal ableism?"…”

Section: Challenging Diagnosis Characteristicsmentioning

confidence: 99%

“…Connections to literature.-The majority of participants' comparisons to others were framed such that the participant felt less capable compared to their peers. Previous studies have also reported the negative consequences of such comparisons on students' motivation and self-efficacy [35,66,78]. Additionally, Baines' study of high school science students with disabilities found "when a student with a disability is negatively perceived by those around him, he can be restricted in his access to valued opportunities that might be related to abilities he would like to develop in relation to personal goals" [79] (p. 36).…”

Section: Understood In Relation To Othersmentioning

confidence: 99%

Disabling barriers experienced by students with disabilities in postsecondary introductory physics

James

Bustamante

Lamons

et al. 2020

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

Educators and education researchers in postsecondary physics have rarely centered (i.e., intentionally directed attention to) the experiences of students with disabilities, leading to an instructional environment that is not designed to support students with disabilities. In this study, we interviewed five students who identified with the diagnosis of attention-deficit/hyperactivity disorder (ADHD) and were enrolled in introductory physics courses at a public four-year institution. We framed our investigation with a social relational perspective of disability, which posits that an individual's impairments (referred to as diagnosis characteristics in this paper) interact with social structures to result in disabling barriers (i.e., characteristics of social structures which prevent equal access for individuals with disabilities). We analyzed interview transcripts with interpretative phenomenological analysis (IPA). We found that the participating students discussed diagnosis characteristics including difficulties with focus, being prone to distractions, difficulties with keeping mental track of tasks and structures, and thinking often about abstract concepts. Diagnosis characteristics identified as challenges could result in negative selfperceptions, possibly as a result of internalized ableism. However, students also expressed that understanding their diagnosis led to benefits such as making more informed choices about their study strategies (e.g., using a planner or chunking their studying time). In alignment with our social relational perspective of disability, we found that course design could support or hinder participants' ability to use their preferred planning or studying strategies. We also found that students experienced increased barriers in their physics courses compared to other courses, specifically due to the increased time needed to process information and a lack of guidance for how to effectively study content for conceptual understanding. SCALE-UP courses introduced supports due to increased student autonomy but could also introduce barriers due to increased distractions. We present recommendations that instructors can implement to increase course supports. Researchers need to continue to center the experiences of students with disabilities in STEM courses so that researchers and practitioners can identify disciplinarily specific strategies to support student engagement and learning.

show abstract

Self-Esteem in College Students with a Childhood History of Attention Deficit Hyperactivity Disorder

Cited by 34 publications

References 22 publications

Adjustment to College in Students With ADHD

Adjustment to College in Students With ADHD

Resilience and Well-being in College Students With and Without a Diagnosis of ADHD

Disabling barriers experienced by students with disabilities in postsecondary introductory physics

Contact Info

Product

Resources

About